Alaska Association of School Librarians
School Librarians' Leadership Academy
As a requirement for completing the course, school librarians were asked to read and review a variety of professional books currently available from the Alaska State Library, Anchorage. The reviews represent the opinion of the reviewer. If you have any questions about one of the books or the review, contact the reviewer whose name appears at the end of the entry.
l. AASL and AECT. Information Power: Building Partnerships for Learning. Chicago: American Library Association, l998.
This is an updated edition of the l988 book by the same title. It includes literacy standards for student learning and provides clear guidelines for school librarians to use in their lesson plans to teach information literacy standards to students. This complete and fully indexed edition is an essential tool for every practicing school librarian. (Judy Kern, Huffman Elementary School, Anchorage)
2. Allen, C. and M. A. Anderson, eds. Skills for Life: Information Literacy for Grades7-12, 2nd ed. Worthington, Ohio: Linworth Publishing, l999.
This collection of lessons based on the information literacy standards in Information Power II can be used right off the bat by secondary school librarians. For example, the lesson (Instructional Guide 20) ÒDoes It Run in the Family? Genetic DisordersÓ is in the science curricular area, and also connects to social studies and language arts. It requires some prerequisite knowledge of genetics. Information literacy standards 2, 4, and 8 are addressed as well as several national science standards. Like any good lesson plan, the usability is right on. Other lessons range from ÒThematic Film AnalysisÕ to ÒThe Role of American Women in WWIIÓ to ÒCyberspace Planet ExplorationÓ. The text also suggests numerous different products, relevant web sites, and strategies. This is an amazing treasury of how-to. The book is worth owning, especially in support of active collaborative lesson planning with classroom teachers. (Marie Lundstrom, Dimond High School, Anchorage)
The nine information literacy standards from Information Power are implemented into 23 lesson plans developed by school library media specialists, public librarians and several secondary school teachers from around the United States. Each lesson is mapped out in detail with needed prerequisites, a materials list, handouts, charts, strategies for teaching and methods for evaluating student performance of the lesson objectives. Considering the l999 copyright, some websites listed may be outdated and need to be replaced with newer ones. Since each lesson is thoroughly organized, this book would be a valuable resource for school librarians needing to incorporate information literacy standards into lessons. The chart, which correlates each standard and indicator to a particular subject area, is a great aide in collaborating with teachers. (Lynne Krizek, Lathrop High School, Fairbanks)
This book uses the standards and indicators for information literacy found in Information Power to provide lesson plans, instructions and evaluations of integrated curricular and library skill units. The standards, concepts and ideas are clearly stated and cover all curricular areas. A double-paged Correlation Chart ties together the individual standards, indicators, and curricular areas. The goal of the book is to make sure students truly have an opportunity to develop Òskills for lifeÓ to allow them to be life-long learners, or as the editors state, Òinformationally competent adults.Ó (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
Written by librarians, this book is divided into chapters based on the nine information literacy standards outlined in Information Power: Building Partnerships for Learning. Each chapter starts with a discussion/definition of the standard and indicators followed by four to six lessons with worksheets that teach that standard. Permission is given to use the lessons as is or to modify them before using. In addition, there is a handy chart that correlates the nine library standards and the lessons with other curricular areas. This is a good collection of lessons to be armed with when trying to build collaboration with teachers. (Jenny Kimball, West High School, Anchorage)
This book takes each of the standards for information literacy from Information Power: Building Partnerships for Learning, and after giving a brief overview of the standard and indicators, offers several instructional guides, worksheets, rubrics and suggested websites. The book is well organized and covers a wide variety of topics for the instructional guides. This book is a definite keeper for the information literate program. (Ann Morgester, Bartlett High School, Anchorage)
This collection of lessons focusing on technology is of particular interest to school librarians because it is organized around the nine standards featured in Information Power: Building Partnerships for Learning. Rubrics and handout masters are included. (Gayne Turner, Trapper Creek School, Trapper Creek)
3. Allen, Christine, Ed. Skills for Life: Information Literacy for Grades K-6, 2nd ed. Worthington, Ohio: Linworth Publishing, l999.
In utopia all lessons are taught in authentic context via harmonious collaboration between teacher and librarian. In the real world, professionals turn to ready-made resources such as this one from which to springboard. These lessons, from Library Media Specialists across the country, are designed to meet the nine national standards outlined in Information Power: Building Partnerships for Learning. Each lesson, organized by standard achieved, includes performance-based objectives, explicit assessments, relatedness to current curriculum, ways for student products to be authentically shared and most important, collaboration between the Library Media Specialist and teachers throughout planning, teaching and evaluating. These lessons are well rounded in that they cover all aspects of information literacy (plenty of research strategies, keyboarding and literature appreciation) using a BIG6 approach in many lessons. This resource is very user friendly with nicely laid out blackline reproducibles. Also included are useful bibliographies and webliographies. (Leslie McNelly, Tudor Elementary School, Anchorage)
The 2nd edition of the Skills for Life is organized by the nine information literacy standards developed by the American Association of School Librarians and the Association for Educational Communications and Technology. The emphasis is on standards and the importance of life long learning for students. A chart shows each standard and the subject area where sample lessons, from media specialists across the United States, can be accessed. The book is broken down by each standard. Each chapter begins with a brief overview of the standard and the indicators for each. The lessons focus on the process of learning. Each lesson includes a curricular area, grade level, prerequisites needed and materials. The strategy for implementing each lesson is given in a step-by-step format. An evaluation/critique, comments/tips and follow-up conclude each lesson. (Barbara Bryson, Hermon Hutchens Elementary School, Valdez)
Important life skills are taught in this compilation of captivating activities that can be done in a media center setting. The activities are geared for students in the elementary grades. This is an excellent resource for teacher-librarians. (Suzanne Richards, Kilbuck Elementary School, Bethel)
The book includes a collection of lessons, developed by librarians and technology specialists, based on the nine Information Power literacy standards for students. Various curriculum areas are covered so a correlation chart is available. This is a great starter book for librarians who need guidance in developing lessons to address the literacy standards. (Judy Kern, Huffman Elementary School, Anchorage)
This practical book includes lesson plans focusing on information literacy, independent learning, and social responsibility. Information Power standards are addressed and checklists and other evaluation tools are included. (Gayne Turner, Trapper Creek School, Trapper Creek)
This book is an excellent guidance and planning resource for both teachers and teacher-librarians. (Lane Mayer, Rabbit Creek Elementary School, Anchorage)
4. Braun, Linda W. Introducing the Internet to Young Learners. Ready-to-go Activities and Lesson Plans. New York: Neal-Schuman Publishers, Inc. 2001.
This book includes excellent web sites for teachers, students, and librarians. The lesson plans are relevant to libraries and classrooms. The web addresses may become dated in a few years. (Lane Mayer, Rabbit Creek Elementary School, Anchorage)
Intended for librarians, primary teachers, and parents who want to integrate the Internet into student learning, this book is divided into four units. The first focuses on teaching students how to learn about the Internet, how the Internet can be incorporated into student learning within the curriculum and the basic skills students need to be successful Internet users. The 2nd unit focuses on teaching students the skills needed to use the World Wide Web. Unit 3 concentrates on student use of e-mail. The final unit discusses chats and instant messaging. Each unit has several sections including an overview that a librarian, teacher or parent would need in order to help students be successful Internet users. There are sample lesson plans, reproducible activity sheets and excellent charts. Educators and parents are challenged Òto explore uses of the Internet and develop learning experiences to enhance student learningÓ. This straightforward guide is an excellent resource for the librarian who hasnÕt had much experience incorporating the use of Internet skills and sites into student learning activities. (Barbara Bryson, Hermon Hutchens Elementary School, Valdez)
At the secondary level it sometimes seems that students are turned loose on the Internet without teachers or librarians really knowing their level of virtual research competency. Students themselves frequently overestimate their Internet abilities and knowledge and yet are more than happy to use up class time clicking away on the computer time they wouldnÕt dream of wasting when looking at or reading books. This book targets grades 3-5 and offers four teaching units about the Internet (general information, the world wide web, email, chats and instant messaging). Ten lesson plans are presented. The book includes a handy ÒCurriculum, Internet Skills and Critical Thinking MatrixÓ categorizing the lessons. Twenty-nine reproducible activity sheets and web site addresses galore are provided with the plans. (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
This is a great resource manual to use with your students and yourself (if you are somewhat skeptical of your own skills about searching the web). The book includes step-by-step ideas on how to get students started and keeping them moving forward to becoming proficient web surfers. The activities are great but remember to check the web sites before sending your students there as websites can change. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
5. Bruwelheide, J.H. The Copyright Primer for Librarians and Educators, 2nd ed. Chicago: American Library Association, l995.
This updated version of the l987 edition is now 8 years old so give serious pause to taking it straight. Nevertheless, the basic rule stated on page 1-when in doubt, ask permission-is as valid as ever. The handbook deals with fair use, library and classroom copying, music, off-air taping, videos, electronic databases, computer software, multimedia, and the Internet. The question-and-answer format focuses on most everyday issues very specifically and helpfully. The l997 copy of this edition includes changes made in the Copyright Act of l997 as relating to educational concerns. This handbook, plus Carol Mann SimpsonÕs Copyright For Schools: A Practical Guide (2001) would cover as much ground as needed until the next major revision of the Copyright Act. (Marie Lundstrom, Dimond High School, Anchorage)
Arranged in question and answer format like the majority of publications on copyright, this resource breaks down the information surrounding copyright by institution, public, academic, or school. The book tackles video, databases, software, and distance learning. This publication or a similar one should be in every librarianÕs professional collection. This particular publication is not as useful to school libraries as Carol Mann SimpsonÕs Copyright For Schools: A Practical Guide, 3rd edition. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
A short but in-depth guide to the copyright law, this is Òan essential reference tool for every libraryÓ. Using questions and answers, the author gives direction on such issues as video, digitization and electronic communications. This guide provides readers with valuable guidance on the complexities of copyright law. (Suzanne Richards, Kilbuck Elementary School, Bethel)
This book is laid out in an easy Ðto-read format that can be referenced effortlessly. The material may be dated, as this is an eight-year-old book. (Joy Hewitt, Nome Elementary School, Nome)
In a question and answer format, the author offers guidance concerning intent of the copyright law. Sections include the electronic environment and digital issues, the Internet, and distance education courses. (Gayne Turner, Trapper Creek School, Trapper Creek)
A basic guide to the most commonly asked copyright questions from copy machines in the library to software and databases. This quick reference is easy to use and nice to have within arms-reach at your desk. There is a FAQ section. The book is eight years old and could be dated. (Jenny Kimball, West High School, Anchorage)
6.Bush, Gail. The School Buddy System: The Practice of Collaboration. Chicago: American Library Association, 2003.
The author believes that strategies for successful collaboration can be taught and starts with a common vocabulary, then goes on to an overview of the research, and then a framework for educational collaboration. Readers are invited to Òdive inÓ. The book is filled with literary quotes as well as thought-provoking comments from practicing educators on the benefits and possible stumbling blocks of collaboration. (Lynn McNamara, Polaris K-12 School, Anchorage)
7. Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for 7-12 Worthing, Ohio: Linworth Publishing, 2002.
Solid background information is provided on the history, purpose and role of teacher/librarian collaboration. Research is included to support the information presented. The third chapter focuses on ÒCollaboration: The Ideal and Its Many VariationsÓ. Practical issues such as overcoming roadblocks, scheduling, and working with restrictions are covered. The rest of the book provides a template for creating collaborative lessons and many very good examples of lesson plans that often stretch across two or more subject areas. The lessons take the Ònon-plagiarisibleÓ approach in that the projects ask unique questions that must be answered in unique ways. The standards addressed, the resources needed, and the roles to be fulfilled by the teacher and librarian are included as well as plenty of reproducible forms and rubrics for the lessons. This title is one I would borrow and if I liked the ideas enough I would purchase it. (Tiki Levinson, Delta Junction School, Delta Junction)
This resource provides justification and the tools for implementing collaboration in school library media centers. From administrative support and scheduling to school culture, several ideas abound for collaboration between the library media specialist and teachers. The information literacy standards adopted by the American Association of School Librarians are tied into content area lessons and thematic units. (Joy Hewitt, Nome Elementary School, Nome)
Early on, the author makes a clear distinction between cooperation, coordination, and collaboration. The true collaborative model includes the librarian with the teacher in the complete implementation of the lesson from concept to evaluation. The author suggests keeping a collaboration log as a tool to track your accomplishments and to share with the administration. The resource is teeming with lesson plans for projects that are comprehensive and cover all grade levels. This is a resource that I would purchase and use frequently in my middle school. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
8. California Media and Library Educators Assn. From Library Skills to Information Literacy: A Handbook for the 21st Century. Castle Rocks, Colorado: Hi Willow Research and Publishing, l994.
With many references given to the National Educational Goals of l990 and statements made like Ògoal by the year 2000Ó, this book is dated and some of the content may be better acquired in more recent sources. However, it is a good place for one-stop shopping for a definition of information literacy and an understanding of the research process (outlined in 12 succinct steps). Also discussed are multiple intelligence, information intelligence, information process models, (i.e. the Big 6), and how to develop critical thinking skills through key word searching and Boolean logic. Scenarios for ten sample research projects give a good picture of how the process begins, develops and ends. A strong point of the book is how CaliforniaÕs Program Quality Review (PQR) evaluation instrument has been used to determine if the stateÕs research criteria has been implemented into each subject areaÕs curriculum. For a thorough look at the research process and how best to integrate it into the curriculum, this book will prove useful. (Lynne Krizek, Lathrop High School, Fairbanks)
I found some valuable information on teaching research skills in this book although it is lacking the clear lesson plans and interesting writing style that I-Search, You Search, We All Learn to Research has. The authors do include a comparison of the major research skills formats (Big 6, I-Search, etc.) and some good examples of real life scenarios where information needs to be found to solve a problem. (Laura Rose, Campbell Elementary School, Anchorage)
This is a working handbook for the new or practicing librarian. It provides both models and strategies for integrating information literacy into the curriculum. It aligns with local and/or state standards as well as national standards. It has many examples and is very easy to use. (Edith Gilbert, Swanson Elementary School, Palmer)
A focus on collaboration makes this a good book to take a look at. I particularly like the focus on graphic organizers and information organization that are missing from other books on the subject of information literacy. The book emphasizes a team approach to research that includes the library. (Ann Morgester, Bartlett High School, Anchorage)
While this book has a few good reproducible forms, there are better and more current books on this topic (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
This is a good start to information literacy, but I have seen better and more up-to-date materials on this subject. (Lane Mayer, Rabbit Creek Elementary School, Anchorage)
9. Deeds, Sharon and Chastain, Catherine. The New Books Kids Like. Chicago: American Library Association, 2001.
An annotated bibliography of childrenÕs books which is terrific for answering the question ÒDo you have any more books like this one?Ó The book includes lists on topics ranging from science projects and animal books to what is good to read when Magic Tree-House and Harry Potter books have been exhausted. This would be a great collection development tool for any elementary library. (Laura Rose, Campbell Elementary School, Anchorage)
The annotated bibliography is aimed at librarians, teachers and parents who are helping students find books they will like. There are 44 chapters, each with lists of books selected according to the kinds of requests children often make such as ÒWhere are your funny books or kindergarten books?Ó Beyond its stated use, this book would also be helpful as a collection development tool (Lynn McNamara, Polaris K-12 School, Anchorage)
There are other more comprehensive volumes available that accomplish the intent of this book in a more thorough manner. While this work should not be a librarianÕs only resource for new high interest books, many kids would appreciate being able check out this short book for their own ideas. Because it is a paperback book, the investment will not break the bank. (Leslie McNelly, Tudor Elementary School, Anchorage)
10. Duncan, Donna and Lockhart, Laura. I-Search, You Search, We all Learn to Research: A how-to-do Ðit Manual for Teaching Elementary School Students to Solve Informational Problems. New York: Neal-Schuman Publishers, Inc., 2000.
So what is the difference between a traditional research project and an ÒI-SearchÓ? This BloomÕs Taxonomy/inquiry based approach to research gives children the life-long ability to solve information problems and make well thought out decisions. The book includes five sections: 1. What do I want to know? 2. Where can I find the answers? 3. How will I record the information I locate? 4. How will I show what I learned? 5. How will I know I did a good job? The book, geared for elementary level students, shows how to teach the I-Search process from start to finish. Each lesson is broken down by materials and advanced preparation, objective, anticipatory set and instructions, reflections, connection and input, modeling, guided practice and modeling, independent practice, and closure. Lessons contain clear guidelines, diagrams and sample handouts for students to use as guides in all steps of this research process. (Barbara Bryson, Hermon Hutchens Elementary School, Valdez)
This is a great step-by-step guide to introducing students to research. The process is broken down into 5 steps with a chapter devoted to each. For each step there are lesson plans including objectives, anticipatory sets, and many reproducible worksheets adaptable to any project. This is a great tool for the librarian who would like to entice primary teachers to collaborate on a research project or to add to the professional collection for the teachers who would like to do research projects for their own classes. (Laura Rose, Campbell Elementary School, Anchorage)
This is a complete resource on implementing the I-Search concept with students of all ages. It includes step-by-step guidelines for choosing topics, developing questions, locating resources, taking notes, citing sources, developing and presenting the project, assessment and evaluation. Helpful masters, rubrics and student examples are included to assist educators in providing empowering research experiences for students. (Leslie McNelly, Tudor Elementary School, Anchorage)
This would be a great book to use if you want a Òhow to manualÓ on taking students through a research project that they wanted to search. It is very specific and helpful with step-by-step instructions and examples of how to do this. This is a great resource for the librarian or teacher trying this for the first time. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
11. Ercegovac, Z. Information Literacy: Search Strategies, Tools, and Resources for High School Students. Worthington, Ohio: Linworth Publishing, Inc., 2001.
Brief, clear, and handy, this 172-page manual runs through the basics of research techniques, using effective search words and strategies, finding information in various sources both print and online, and citing and summarizing. This small handbook, which supports several information literacy standards, could be helpful to any middle or high school media specialist as well as classroom teachers who assign reports and/or research projects. This is worth purchasing. (Marie Lundstrom, Dimond High School, Anchorage)
This book is worth purchasing for its appendices alone. It gives instruction on how to thoroughly annotate and accurately cite a source. A detailed rubric for scoring any information literacy project and samples of Acceptable Use Policy agreements are included. The annotated bibliography of titles from the l980s and l990s, although perhaps dated, gives a good indication of what has been written on information literacy in the last two decades. The body of the work explains different information sources (reference, biographical, Internet, periodicals, etc.) and then offers practice exercises on how to use and then evaluate those sources. Not often seen in other information literacy books is a guide on how students can use the Library of Congress Subject Headings indexes. (Lynne Krizek, Lathrop High School, Fairbanks)
This book breaks research down into small manageable steps and defines everything along the way. It has no worksheets or other reproducible materials, but it does include exercises. The book claims to be written for teachers and media specialists who need to teach research skills, but I found that it read more like it was directed for the person learning to do research, which teachers and media specialists should already know. (Jenny Kimball, West High School, Anchorage)
12. Fitzpatrick, Kathleen. Program Evaluation: Library Media Services. Schaumberg: National Study of School Evaluation, l998. New York: Neal-Schuman Publishers, Inc., 2000.
This manual is not only for media specialists, but also for the entire school. The book takes you through the process of evaluating a standard-based program and includes evaluation, defining expectations, analyzing and identifying the studentÕs realm of learning. The worksheets and rubrics are very helpful. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
This is mainly a workbook for librarians willing to do a full self-assessment of the library media program. The worksheets are also available on computer disc from the publisher in MAC or PC formats. All information literacy standards developed by AASL are provided along with school-wide goals endorsed by the National Study of School Evaluation (NSSE). These goals integrate knowledge, communication, thinking, reasoning, interpersonal skills and social responsibility. This book is a useful tool to help the library media specialist make a concentrated study of the schoolÕs library media program and determine its effectiveness. (Lynne Krizek, Lathrop High School, Fairbanks)
This guide focuses on evaluating standards-based educational programs. Rubrics and worksheets are provided to review proficiency in library media standards for K-12. While the tools are slightly cumbersome, they are very comprehensive. (Joy Hewitt, Nome Elementary School, Nome)
This particular volume focuses on assessment of the library media center. However, after careful examination, only two pages could be found that specifically address the library. These include a checklist of items that indicate a library program embodies Òinstructional and organizational effectivenessÓ. No definitions or examples are provided for indicators like Òcollaborative inquiryÓ or Òauthentic assessmentÓ. What do these terms mean in practice? How might a school library achieve the ideals presented? All of the other information in the book applies to schools at large but not to the library. Pictures of library settings are included at the beginning of each section of the book but the information does not apply. (Tiki Levinson, Delta Junction School, Delta Junction)
13. Harris, Robert A. The Plagiarism Handbook: Strategies for Preventing, Detecting and Dealing with Plagiarism. Los Angeles: Pyczak Publishing, 2001.
Going far behind definitions and a presentation of copyright rules, this book offers practical suggestions on thwarting the need for students to plagiarize. It presents strategies for making assignments resistant to plagiarism, tips on how to detect it and what to do about it. Appendices include sample quizzes and activities, reproducible handouts of acceptable and unacceptable use of sources and web search tools both for locating suspect works and lists of paper mills. One appendix provides discussion points for the 24 reproducible cartoons found within the text that can be used to enhance the strategies given to educate students about plagiarism. Appropriate at the secondary level. (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
This superb resource would be most useful for classroom teachers and should be available in school library collections from middle school through university level. Presented with bold subheadings that make it easy to skim and find the exact situation you are dealing with, this book helps teachers understand the ways to combat plagiarism, but most importantly, offers successful strategies for teaching students ways to avoid plagiarism by demonstrating acceptable paraphrasing and summarizing. The book offers excellent charts and cartoons to demonstrate the points. This is an excellent resource for middle and high school libraries. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
This book provides methods of preventing plagiarism by designing assignments that are not conducive to copying and educating students about the ethics and consequences of plagiarizing. Effective strategies for detecting plagiarizing are provided. This is a great guide for teachers and librarians. (Joy Hewitt, Nome Elementary School, Nome)
Highlighting plagiarism concerns in the Internet age, this practical title is a must for any school library. It includes lists of web sites selling term papers and an index. (Gayne Turner, Trapper Creek School, Trapper Creek)
14. Hartzell, Gary N. Building Influence for the School Librarian. Worthington, Ohio: Linworth Publishing, Inc., l994.
It seems as though the librarianÕs position in a school canÕt just ÒbeÓ. Instead school librarians often have to show that what they do is valuable to students, staff and administrators. ÒLibrarians cannot just wait for others to become enlightened.Ó So, how do we go about the job of enlightening? Where is it best to expend your energy? How can you tell if your message is getting though? How do you determine if you are aiming your message at the right targets? This helpful publication provides a road map for success in horn-tooting. Each chapter builds on the previous one and the way is made clear. In the first chapter, Hartzell points out that it can be difficult to be in a political situation because this goes against the nature of most librarians however, our very existence depends upon the ability to dive into the ring and start swinging! In the first section, the book includes key tools such as a self-analysis, a tool to figure out who has the power in your school or district, and a look at a librariansÕ ability to wield power. The second section assists you in determining the groups you need to influence. Strategies for doing just that are included. The final section helps you to know what to do with the power once you have it. While the author assumes his readers are from large secondary schools, the ideas presented can easily be adapted to other settings. I highly recommend this publication for building both influence and self-esteem. (Tiki Levinson, Delta Junction School, Delta Junction)
Although written almost ten years ago, this book still provides well-researched answers to the questions it posits, ÒWhy school librarians should have, donÕt have, and maybe donÕt want to have influence where they work.Ó In addition to clear explanations and logical reasoning, the book includes self-assessments for readers to use to assess power relationships on their jobs. If any librarian decides to have power, this book is a tactical guide for getting it. It specifically offers a map to building influence with principals, teachers, students and the community. (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
The information presented by Hartzell spans the test of time. This professional book reveals concepts that are essential for all school librarians in promoting their library programs and building influence in an academic setting. The information is empowering and the motivational content enough to light a fire under any librarian. (Joy Hewitt, Nome Elementary School, Nome)
All school library media specialists should look at this book and take the self-assessment quiz on page 19. If the librarian rates poorly on this quiz, it will be a good indicator that there is a need to read the bookÕs content and discover why the library is not an integral part of the school workings. If the assessment score is high, the book should still be read because it will reaffirm the reason why the library program is doing as well as it is. All school library media specialists can learn from HartzellÕs suggestions on the many tricks to gain and maintain influence with those who have the power to help make the school library media center the best it can be. I highly recommend this book. (Lynne Krizek, Lathrop High School, Fairbanks)
Packed with excellent food for thought for media specialists, this book is a worthwhile purchase. The information is still valuable, but it could be time for an update, especially aesthetically. The book title leads you to assume it is about the LMS building influence in the school, but prior to this it forces you to examine whether you really want influence and if so, why. The book includes research and philosophy on the concept of influence and breaks it down into thought provoking pieces. It then gives specific ideas of where, how and why to build influence in your building. (Leslie McNelly, Tudor Elementary School, Anchorage)
This book is written by a former administrator and teacher and geared toward the secondary librarian. Topics include a discussion on influence in general and specifically in the setting of secondary education and how to influence principals, teachers, students, parents and the community. If you are interested in delving into the subject of how to be more influential at work with your staff and taking a leadership role in your school, this would be a good read. (Jenny Kimball, West High School, Anchorage)
15. Hoffman, Gretchen McCord. Copyright in Cyberspace. New York: Neal-Schuman Publishers, Inc., 2001.
In this book you will find the history and background of copyright law. It spends a lot of time on the new issues and changes in the law since l976. The issues are no longer technical but are now legal ones. It explains what Òfair useÓ means and refers specifically to library applications and othersÕ use of library computers. It explains what constitutes infringement and what happens when you do. Of particular interest to librarians is Section 512 of the law that spells out the limitations on liability relating to materials online. This is a must have for all types of libraries. As the medium of information changes we need to keep abreast of what things are intellectual property and the ownership rights that are inherent to them. (Edith Gilbert, Swanson Elementary School, Palmer)
16. Horning, K., Lindgren, M.V., and Schliesman, M. CCBC Choices 2003. Madison, Wisconsin: Cooperative ChildrenÕs Book Center, School Of Education, University of Wisconsin, 2003.
CCBC is a library of childrenÕs book for adult use. This annual publication highlights over 200 books for children and young adults published in 2002 that the CCBC staff have examined and recommended. The books are categorized by theme and genre-the natural world; seasons & celebrations; folklore, mythology, and traditional literature; historical people, places and events; biography and autobiography; contemporary people, places and events; issues in todayÕs world; understanding oneself and others; the arts; poetry; board books; picture books for younger and for older children; books for beginning and newly independent readers; fiction for children and for young adults; and new editions of old favorites. The publication regularly includes an analysis of current publishing trends and childrenÕs and YA literature, with particular attention to books by and about people of color. All books included are annotated in depth. This makes an excellent buying guide, particularly since small press books are considered, which often are by-passed in major best book lists. (Marie Lundstrom, Dimond High School, Anchorage)
17. Hughes-Hassell, Sandra and Anne Wheelock, ed. The Information-Powered School. Chicago: American Library Association, 2001.
This publication from the Public Education Network and the American Association of School Librarians offers a blueprint for implementing the ideas of Information Power: Building Partnerships for Learning as a whole school effort. Based on the work of the Library Power Initiative, it is full of charts, graphics, checklists and surveys as well as timelines and plans for bringing staff, students and community to buy into the idea of Information Literacy. (Ann Morgester, Bartlett High School, Anchorage)
Leadership for the information powered school Ògenerates excitement and inspires others to become engaged in the work of creating a dynamic, effective, students-centered school library media program.Ó. This leadership must come from the school library media specialist and the success of the Information Power implementation depends upon the librarianÕs ability to Òto assume a visible, proactive leadership role.Ó This may sound like a difficult task BUT this publication really does provide the tools to allow the library media specialist to assume this leadership role. Theory, how-to, tips and power tools (checklists, charts, matrices and other resources) are provided in each chapter. The chapters cover topics such as professional development, collaboration, collection mapping, curriculum mapping, flexible access and even library facility refurbishing. I found this book to be very useful. It is pragmatic yet a solid foundation of theory and rationale is presented along with the practical applications. There is a great deal of useful information here. It could be applied in any school library and can be adjusted to individual situations. (Tiki Levinson, Delta Junction School, Delta Junction)
18. Johnson, Doug. The Indispensable TeacherÕs Guide to Computer Skills, 2nd ed. Worthington, Ohio: Linworth Publishing, Inc., 2002.
This is not a Òhow-toÓ manual, but rather a guide on using computers and ways to help staff with technology. The book covers topics such a components of effective staff development, Internet skills for teachers, the basics of Code 77 rubrics, leadership, and assessing staff development efforts in staff technology. This would be a good book to use if you were the technology person in your building or if you are a very self-directed learner. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
An excellent guide to help determine where teachers, students, and administrators are on the computer continuum and how to direct them toward increased proficiency in computer skills. (Lane Mayer, Rabbit Creek Elementary School, Anchorage)
This book is a series of outlines for someone preparing workshops or in-service program for teachers. It does not show how to do any of the skills it outlines and has too narrow a focus for most school librarians. (Ann Morgester, Bartlett High School, Anchorage)
19. Johnson, Doug. The Indispensable Librarian: Surviving (and Thriving) in School Media Centers in the Information Age. Worthington, Ohio: Linworth Publishing, Inc. 1997.
The author strongly emphasizes the point that librarians need to go and grow with the technological flow, to become virtual librarians, and to acquire and maintain needed skills to become needed people. Johnson is amusing and right. Unfortunately the 1997 publication means the information is outdated. (Marie Lundstrum, Dimond High School, Anchorage)
This is not a book IÕd add to the professional collection. Johnson comes across a bit tired, sarcastic and almost angry when trying to drive home a point. The pages are too dense with text. (Leslie McNelly, Tudor Elementary School, Anchorage)
Through a conversational style, the author provides first hand experience of his library work in Minnesota public schools and offers a potpourri of tips and suggestions to help librarians work effectively and efficiently in the Information Age. He provides checklists for administration, rubrics to indicate teachersÕ computer and Internet knowledge, budget questions to ask when remodeling or building a new library media center, and public relations ideas for increasing awareness of the library program. The bibliography of Òmust readsÓ is excellent and covers a wide span of materials. All the practical applications aside, it is worth it just to read the many quotations on libraries, reading and knowledge that are scattered throughout the book. (Lynne Krizek, Lathrop High School, Fairbanks
20. Jones, Patrick and Shoemaker, Joel. Do It Right! Best Practices for Serving Young Adults in School and Public Libraries. New York: Neal-Schuman Publishers, Inc., 2001.
Jones and Shoemaker have created a gem! This book is terrific for browsing, mining or reading cover to cover. If you serve young adults in a library setting, you will be inspired, invigorated and set on a path of improvement after spending even a few minutes with this tome. It is packed with useful information. From an attitude of respect and thinking that young adults are worth serving well, this book presents ideas in how to make these ideals become realities. Traffic patterns, training student aides, marketing, creating surveys, and MUCH more. It is all here in an easy to read and re-create format. It is not a step-by-step plan. The book offers ideas and a philosophy that will allow you to take some now, some later and some never depending upon your particular situation. Opening the covers of this book will inspire you to look at young people and how you meet their needs in a whole new light. This book is recommended for any library serving young adults. (Tiki Levinson, Delta Junction School, Delta Junction)
In this professional book that is easy to digest, almost chatty at places, the authors engage the reader as though it were a personal conversation. They utilize AASL and YALSA publications as the stepping-stones to present action plans for libraries to determine if they are implementing a successful, effective program. They suggest a three fold plan to have Òraving fansÓ. 1. Develop a vision. 2. Identify the customer. 3. Deliver plus 1% more. The authors are strong proponents for surveys. The one comment that really resonates suggests that unless a librarian reads at least four YA titles a week, they should consider another line of work. This is a book worth borrowing, rather than purchasing. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
21. Kaplan, Allison G. and Riedling, Ann Marlow. Catalog It! A Guide to Cataloging School Library Materials. Worthington, Ohio: Linworth Publishing, Inc., 2002.
Who can remember all the rules and regulation for how and why you catalog a book a certain way? If you need a refresher, this book provides an in-depth review of cataloging procedures. This would be useful for a student pursuing library certification or an MLS. Practicing Library Media Specialists would find a useful ready reference guide to cataloging. (Edith Gilbert, Swanson Elementary School, Palmer)
For a book on cataloging, this is easy to read and written without an overabundance of jargon. The authors include a comparison of the Library of Congress and Sears Subject Headings; how to write a physical description; an explanation of what belongs in the various MARC tags; and even some tips on processing books. If you are responsible for the cataloging in a smaller district, this is a straightforward tool. It might also be helpful as a supplemental text in a cataloging class. (Laura Rose, Campbell Elementary School, Anchorage)
22. Krashen, Stephen. The Power of Reading, Insights from the Research. Englewood: Libraries Unlimited, Inc., 1993.
ÒNearly everyone in the United States can read and write. They just donÕt read and write very well.Ó What is the cure for this very serious crisis? Krashen recommends Free Voluntary Reading (FVR). This is reading because you want to with no book report, looking up words you donÕt know or writing in a response journal. It is the reading of highly literate people. A fantastically easy-to-read review of the research is provided with helpful sidebars to guide you to the choice concepts. FVR is then compared to district reading instruction for improving scores on tests in reading comprehension, vocabulary, grammar and writing. FVR is almost always superior. The rest of the book addresses the big questions and answers them with what the research shows (just what NCLB requires). Topics such as how libraries help, comic book reading, reading aloud, rewards and the effect of television are all covered. This book is very useful as well as easy to use. It would be a good purchase for a central district collection for librarians to use when determining best practices in reading improvement. (Tiki Levinson, Delta Junction School, Delta Junction)
This is an excellent book with research based information that tells how direct instruction in spelling and grammar are not necessary if students are exposed to large amounts of books and are allowed to read them independently and voluntarily. Comic books and television are not seen as negative influences in inhibiting reading ability as long as they are done in moderation. The reading level of several classic comic books is included. Although this is not the type of book most people are drawn to read, it is easy to read, very informative and should hold your interest. (Suzanne Richards, Kilbuck Elementary School, Bethel)
This book provides plenty of ammunition for promoting reading for student achievement. Krashen provides convincing arguments, with supporting studies. If you have stayed current with literature regarding reading, the book doesnÕt offer any new information. However, by highlighting selections one always has at hand, a sound defense for libraries and increased budgets to support libraries can be used to show how the investment can lead to an increase in student reading scores. The bullets on the side of the pages allow for quick scanning of more in-depth information. This book would be worth borrowing (rather than purchasing) when an updated edition is available. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
23. Kruse, Ginny Moore, Horning, Kathleen, and Schliesman, Megan. Multicultural Literature For Children And Young Adults: A Selected Listing of Books By And About People Of Color, Vol. 2, 1992-1996. Madison, Wisconsin, with Friends Of the CCBC, Inc. and Wisconsin Department of Public Instruction, 1997.
Books included in this heavily annotated listing are categorized into sixteen themes or genres ranging from books for babies and toddlers to contemporary people, places and events, to fiction for teenagers. Most books included were first noted in CCBC Choices, for the years 1991 through 1996. This publication, as is true in CCBC Choices, includes indexes for books and also for authors by ethnic/multicultural identification. This is an excellent buying guide, although it is in need of updating (Marie Lundstrom, Dimond High School, Anchorage)
This is a good resource manual on what stories are available from 1997 on multicultural literature. The books listed are stories about people of other ÒcolorÓ and books by authors of other ÒcolorÓ. The book is outdated and many newer multicultural titles should be added to a list or collection. There are not many listing for Asian American stories. You will find many books that pertain to any situation and just good stories. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
This book includes annotations for Òselected books by and about people of colorÓ between 1991 and 1996. Each book listed includes a complete annotation and ordering information. Books are grouped by subject headings such as picture books, the arts, and folklore, mythology and traditional literature. The book also includes three appendices that cover the authors and illustrators, book divided by cultural/ethnic groups and information on various awards that the books have won. This is a strong tool for those looking to improve their multicultural collections. (Ann Morgester, Bartlett High School, Anchorage)
24. Kuhlthau, Carol Collier. ÒInquiry- Based Learning.Ó Reprinted by permission from Inquiry-Based Learning: Lessons from Library Power by Jean Donham. Worthington, Ohio: Linworth Publishing, Inc., 2001.
Inquiry based learning has developed from research processes that actively involve students in the steps of learning. Students will also construct their new ideas based on prior knowledge. The idea comes form the Òconstructivist foundation that views learning as an active process.Ó This process is based on six primary concepts about how children learn. The Information Search Process (ISP) involves seven stages: Initiation, Selection, Exploration, Formulation, Collection, Presentation, and Assessment. Carol explains that most library media specialists in the study have demonstrated two changes in attitude-better collaboration between teachers and library media specialists and wanting their students to take an active role in their own learning. The library media center is recognized as the essential component in inquiry-based learning. This article correlates with brain-based learning ideas. (Judy Kern, Huffman Elementary School, Anchorage)
25. Kuhlthau, Carol Collier. A Process Approach to Library and Information Services. Norwood, New Jersey: Ablex Publishing Corporation, l996.
The book appears to be a text for use in an MLS program, rather than being of any practical use to the working librarian seeking tips and tools for use on the job. It is very in-depth in theory and practice, but not useful for most practicing school librarians. (Edith Gilbert, Swanson Elementary School, Palmer)
26. Lance, Keith Curry, Lynda Welborn, and Christine Hamilton-Pennell. The Impact of School Library Media Centers on Academic Achievement. Denver: Colorado Department of Education, l992.
Although over ten years old, the findings of this study on the correlation between academic achievement and student use of libraries, continue to be useful when evaluating the effectiveness of school library media centers. Through statistical analysis of 221 Colorado public schools, the authors conclude that size of the facility, the role of the school library media specialist, collaboration with teachers, expenditures, collection size and staffing all contribute to student achievement and test performance. The lengthy annotated bibliography provides an overview of works published since l960 on student achievement and libraries. This study compliments the 1999 Alaska study done by the author. Both studies are useful resources when discussing the impact and necessity of libraries in schools. (Lynne Krizek, Lathrop High School, Fairbanks)
27. Lance, Keith Curry. Information Empowered: the School Librarian as an Agent of Academic Achievement in Alaska Schools, Revised Ed. Juneau: Alaska State Library, 2000.
This is a report of the study done by the author to see if there was a correlation between schools that had professionally trained librarians and gains in student achievement. He lays out his methodology and his finding that give good evidence that yes, librarians do make a difference. This is a must have for every principalÕs bookshelf as well as in the library. (Edith Gilbert, Swanson Elementary School, Palmer)
This document of the study done of 211 Alaska public schools during the l997-98 school year, unequivocally establishes the impact of Alaska school librarians on academic achievement. Library media staffing and selected activities of library staff are directly related to student performance, affecting test scores positively. (Marie Lundstrom, Dimond High School, Anchorage)
28. Lance, Keith Curry & David Loertscher. Powering Achievement: School Library Media Programs Make a Difference Ð the Evidence. 2nd ed. San Jose: Hi Willow Research & Publishing, 2002.
This excellent summary includes three parts: Presenting the Research Studies, Topical Presentations/Discussion Starters Based On the Research of School Library Media Programs, and Implementing the Findings. Since Alaska is one of the 8 states included in the evidence, this book is a worthwhile read. (Judy Kern, Huffman Elementary School, Anchorage)
The first section of the 2nd edition includes one-page summaries of current research on school library programs suitable for sharing with administrators and teachers. The second part consists of two to five page presentations or discussion starters based on the research. The Alaska study ÒInformation EmpoweredÓ is included. This book breaks down some complicated reports into manageable bites to help librarians inform non-librarians of the newest school library research. (Lynn McNamara, Polaris K-12 School, Anchorage)
Part One presents a general overview of the research linking student achievement to strong school library media programs. Information given is designed for presentations or discussion points. This book provides beleaguered librarians with a lot of ammunition and the work is done for them. The general results of the research studies are presented in several ways: ÒIn a NutshellÓ provides a brief, one page synopsis. ÒOne MinuteÓ, Five MinuteÓ and ÒFifteen MinuteÓ scripts are provided for presentations. PowerPoint slides are available for downloading and permission is given to Xerox the pages for handouts. Part Two has a similar format but the focus is on Òtopical presentations/discussion starters.Ó Part Three discusses how to implement the research findings. Appendices provide summaries of the research done in various states including AlaskaÕs Information Empowered. The ÒFast FactsÓ index is also useful. (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
29. Loertscher, David and Achterman, Douglas. Increasing Academic Achievement Through the Library Media Center: A Guide for Teachers. San Jose: Hi Willow Research & Publishing, 2002.
This book is chock full of checklists to instruct and evaluate Òimproved learning opportunitiesÓ from the perspectives of teachers and librarians with ideas for mutual collaboration. It provides a framework for creating units that increase student productivity and achievement. The different sections address Teacher/Library Media Specialist Collaboration, Building Avid and Capable Readers, Enhancing Learning Through Technology, Creating an Information Literate Learner, and Building an Information Infrastructure. The introduction states, ÒWithin each section, pages have been designed in such a way that each can be used as a handout for a workshop, an interview or a planning section.Ó Permission statements allowing Xeroxing for workshops or for individuals are discussed on pages 2 and 5. (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
This book is a how-to manual for both teachers and school librarians who want to increase student learning. With checklists on a variety of subjects, the book is formatted into single-page sized topics or charts that would be useful for in-services. The case is made that there are great benefits for teachers and students who are effective media users. Another title for this book could have been, ÒTeachers: How You Can Get the Most Out of Your Library Media Specialist and the LibraryÓ. (Lynn McNamara, Polaris K-12 School, Anchorage)
What great ideas for a library media specialist to use. There are practical collaboration suggestions to help first time librarians get a start and refresh thinking on the part of those who have been in the area for years. As a first time librarian, this would be a great addition to your collection. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
Geared toward the teacher, this book lets teachers know about all that is available from the library media specialist and library while hammering home the necessity to create information literate students. Chapters include information on how to collaborate with the media specialist, how to promote reading in the classroom, how to incorporate technology, and how to create effective information users. This book should be required reading in all education programs! (Jenny Kimball, West High School, Anchorage)
30. Loertscher, David and Woolls, Blanche. Information Literacy: A Review of the Research, 2nd Ed. San Jose: Hi Willow Research & Publishing, 2002.
Loertscher and Woolls provide a comprehensive evaluation of the research available on information literacy. This book is ideal for promoting school library programs and advocating for curriculum and instructional plans. (Joy Hewitt, Nome Elementary School, Nome)
31. Logan, Debra Kay, Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades. Worthington, OH: Linworth Publishing, Inc., 2000.
Have you ever wished for a textbook that would assist with what to teach and how to teach it effectively? While not really a textbook, this book is nearly as useful as one to a librarian serving intermediate elementary or middle school students. The first section provides some helpful guidelines on collaborating with staff. It also addresses the things school librarians face every day such as working with special needs students, cooperative learning, alternative and traditional assessment, addressing standards, and limited access to technology. The next section consists of lessons divided into curricular categories. All of the library research greatest hits are here such as learning the Dewey Decimal System and creating reports. Each lesson lends itself to modification and flexibility while providing many invaluable teaching tips from a librarian who has obviously worked with teachers or independently on each of the topics. Assessment is covered in the next section. Creative and useful rubrics for all types of projects are included. The next section is a resource appendix with helpful forms, lists, and guides that can be used in many of the lessons or in other you create. The final section is a project appendix including guidelines for every type of project including a brochure, skit, newspaper, diorama, etc. This book is a goldmine. It provides many blueprints for creating similar lessons on different topics. This book is highly recommended for both new and experienced librarians. (Tiki Levinson, Delta Junction School, Delta Junction)
A resource that is packed full with lesson ideas, teaching tips, technology tips and plentiful note-taking sheets to accompany lessons. The lessons are geared to the middle grades and would require adaptation to use in lower level skills instruction. The book includes rubrics and sample library information sheets. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
This is another wonderful compilation of activities that encourages collaboration within the school media center for the middle grades. This book is a wonderful companion to Skills for Life. (Suzanne Richards, Kilbuck Elementary School, Bethel)
32. Milam, P. National Board Certification in Library Media: Piecing the Puzzle. LMC Library Media Connection (21) 5, 14-20.
Succinctly and honestly, this article describes in somewhat painful detail the steps required for National Board Certification so that a potential candidate can judge whether s/he is qualified and could fulfill the demands of time, energy, activity, money, portfolio creation, examination, and dedication. (Marie Lundstrom, Dimond High School, Anchorage)
33. Needham, Joyce. ÒFrom Fixed to Flexible: Making the JourneyÓ. Teacher-Librarian The Journal for School Library Professionals (June 2003): 8-13.
This is a brief but well explained plan for librarians who would like to change to flexible scheduling. The author, an elementary school librarian, stresses that students needs should dictate the schedule. Collaboration between the teachers and librarian is also a key to success. A complete bibliography cites other sources which support flexible scheduling. (Judy Kern, Huffman Elementary School, Anchorage)
34. Office for Intellectual Freedom. Intellectual Freedom Manual, 5th ed. Chicago: American Library Association, l996.
This book is the primer for librarians and should be read throughout an individualÕs career as a reminder of how important libraries are in a democratic society. Reading the policy statement on freedom to read, challenges and intellectual freedom, provides a fresh reminder of the importance of quality library services. Examining the information on policies serves as a reminder to re-examine oneÕs collection development policy. This is a vital reference source for librarians. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
35. Program Evaluation: Library Media Services. Schaumberg, Illinois: National Study of School Evaluation, l998.
Noting quality program indicators as student learning and school-wide effectiveness this volume of Indicators of Schools of Quality: Program Evaluation Series focuses on using the indicators toward school improvement. Checklists, rubrics for standards, matrices, and worksheets are included to facilitate active analysis, judgments, and forward movement. Tying the library media program to whole-school improvement does not seem to allow comparison with other programs in other schools, but when the entire school is aiming toward improvement, such as during a regional accreditation review, this approach could be workable for someone who can run, write, think, and change very quickly. Dry and almost bearable reading. (Marie Lundstrom, Dimond High School, Anchorage)
36. Ryan, Jenny and Steph Capra. Information Literacy Toolkit: Grades 7 and Up. Chicago: American Library Association, 2001.
Reproducible handouts and worksheets galore make this book a worthy purchase. Topics included are outlining, brainstorming, mapping ideas, note taking, website evaluation, fact and opinion, cause and effect, comparing and contrasting and more. Of particular use are the standards involved in the six steps to research divided by grade level. A grade level checklist of these standards can be used to determine which of the skills have been mastered. If you need something to help you keep track of where you are in information literacy instruction and how you assess student performance, this book is highly recommended. (Lynne Krizek, Lathrop High School, Fairbanks)
How do you teach information literacy in the context of a subject curriculum? This book takes a six-step approach to information literacy and provides the reader with teaching tools and planning organizers to help achieve the goals. Includes a CD with permission to use or modify and use all of the contents. Although the planning organizer looks tedious, the worksheets look good and will keep you from reinventing the wheel. The worksheets will also be a good starting point for developing collaboration with teachers. (Jenny Kimball, West High School, Anchorage)
In Part 1 the information literacy skills are identified for each 7-12 grade level. The skills are organized under the six stages of the process: defining, locating, selecting/analyzing, organizing/synthesizing, creating/presenting and evaluation. Part 2 presents grade specific organizers for lesson planning, ideally with teacher-librarian collaboration. The organizers are written in checklist format and utilize the skills identified in Part 1. Part 3 provides reproducible student worksheets to implement the planning details of Part 2. The worksheets are tailored to a variety of tasks and learning styles so there is a good selection for teachers to utilize. Student worksheet booklets are also available. (Lee Harris, Ben Eielson Junior/Senior High School, Fairbanks)
37. Santa Clara County of Education, Library Services. Where Do I Start? A School Library Handbook. Worthington, Ohio: Linworth Publishing, 2001.
This is really basic, aimed at someone taking on a library-related position without library school training or library experience-really from the ground up. Yet the guts of the book could be helpful to an experienced librarian as well as a greenhorn. Library space, promoting, building a collection, developing a program, purchasing, automation, and Internet issues are addressed sensibly, with surprising completeness, given the complexity of the subject. Filled with good humor, the book is easy to read and not loaded with academic jargon. The book includes very practical nuts and bolts suggestions. (Marie Lundstrom, Dimond High School, Anchorage)
This is an excellent overview resource for the librarian just starting out. The page layout is friendly and the text very readable and enhanced with helpful pictures. The information is practical and concise, but should not be considered a comprehensive resource on any topic. (Leslie McNelly, Tudor Elementary School, Anchorage)
This is an excellent resource for first year or beginning librarians. It includes all of the things a librarian did not learn in a library program. (Suzanne Richards, Kilbuck Elementary School, Bethel)
This is a wonderful book for those who are first starting out as librarians. It is full of practical ideas on library space, programs, Internet, procedures, automation, marketing, collection/weeding, and an overview. What a great, helpful book to have at your fingertips. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
This is an ideal orientation tool for paraprofessionals entering the school library field. The book includes practical issues such as filing rules, shelving procedures, and processing guidelines. It is an ideal introduction to working in a library media center. Information skills guidelines, budgeting concerns, and teacher collaboration ideas make this book an invaluable resource for school librarians. Of interest to even experienced librarians are advocacy information sheets which would make great visuals for administration and/or school board presentations. The book includes an extensive index. (Gayne Turner, Trapper Creek School, Trapper Creek)
38. Schrock, Kathleen. Ed. The Technology Connection: Building a Successful School Library Media Program. Worthington, Ohio: Linworth Publishing, Inc., 2000.
This book, edited by the creator of Kathy SchrockÕs Guile for Educators website, is a collection of articles relating to technology and building the library media center program in a school Divided into six chapters the articles cover a wide range of topics from technostress to crating a website that is parent friendly. Visually appealing, everyone should find ideas to support and inspire them in building an effective library media program. (Ann Morgester, Bartlett High School, Anchorage)
This information rich book is organized with an extremely descriptive table of contents. It seems as though most major topics of interest to school librarians are covered by articles written by a variety of authors who published in Technology Connection, Library Talk or the Book Report. The book is divided into six chapters on planning, gathering tools, building a foundation, building the structure, inspections, and being the perfect host. It has an interesting organization and lots of good advice. (Lynn McNamara, Polaris K-12 School, Anchorage)
This collection of articles covers a wide variety of aspects of running a library media program. There are some great articles by Michael Eisenberg, Doug Johnson, and Leslie Farmer. The book is well organized by topics for easy reference. Since most articles are short (2-4 pages), it is easy to read in bits and pieces on any topic of pressing importance. (Laura Rose, Campbell Elementary School, Anchorage)
39. Simpson, C.M. Copyright for Schools: A Practical Guide, 3rd ed. Worthington, Ohio: Linworth Publishing, 2001.
This collection of articles previously published in Technology Connection, Library Talk or the Book Report has a very down-to-earth tone and style. This guide traverses a lot of territory where copyright issues rear up and helps to answer the prickly questions about fair use and educational copying. Chapters deal with audiovisual works, multimedia, satellite and distance learning, library copying, Internet, and what schools face. Simpson takes a self-described conservative stand on what is allowable and ethical in using other peopleÕs property in schools. The Q & A format covers many issues, and the author explains what and why. Among the valuable contents are sample permission requests, a chapter for administrators and what liability they could face, and a sample brochure that may be copied and used in one school. The Anchorage School District Copyright Committee selected this book as the basic guide to follow in copyright presentations, flyers and general approach to dealing with copyright issues. (Marie Lundstrom, Dimond High School, Anchorage)
This book covers major copyright issues for schools from the definition of copyright to fair use and examples of what is NOT acceptable. Issues such as multimedia, computer software, distance learning, and the Internet are covered as well as issues surrounding print copyright like ILL, photocopying, permissions, and implications for administrators and librarians. Numerous appendices provide samples and sources for more information. The book ends with a reproducible copyright brochure for staff and students. (Lynn McNamara, Polaris K-12 School, Anchorage)
40. Spangler, Katy. Alaska ChildrenÕs Literature Bibliography. Juneau: University of Alaska, Southeast, 2001.
This is a comprehensive and annotated list of literature and other print materials about Alaska and the North for children. This bibliography has gone through many revisions as the compiler takes care to keep it current with available titles. This is a good tool for developing an Alaska collection and is highly recommended for all Alaska elementary schools. (Edith Gilbert, Swanson Elementary School, Palmer)
This comprehensive, annotated bibliography includes literature about Alaska and other northern lands suitable for preschoolers through young adult readers. This is a must resource for all Alaskan librarians. Unfortunately some of the titles listed are now out of print. (Gayne Turner, Trapper Creek School, Trapper Creek)
This is a comprehensive annotated list of Alaskana books available at the time of publication. It is divided into sections such as picture books, information books, poetry, folklore, and fiction. For easy collection building, this is a terrific resource for any Alaskan Librarian. (Laura Rose, Campbell Elementary School, Anchorage)
41. Toor, Ruth and Weisburg, Hilda K. Puzzles, Patterns & Problem Solving: Creative Connections to Critical Thinking. Berkeley Heights, New Jersey: Library Learning Resources, l999.
This superb book is based on the premise that students will develop higher order thinking skills through puzzles and games that are fun and challenging. Included are 75 activities as well as several matrixes (in the appendix). This book will be well used by librarians and teachers alike. (Judy Kern, Huffman Elementary School, Anchorage)
This book could be a lifesaver for first time librarians and a fresh outlook on how puzzles should be used. Not only does it give you applicable puzzles to use with students but also an explanation of what the puzzles are trying to accomplish. There are puzzles for all grade levels. This is a definite must for every library. (Charlaine Polak, Abbott Loop Elementary School, Anchorage)
42. Toor, Ruth and Weisburg, Hilda. Raising Readers: Appealing Approaches and Successful Strategies. Berkeley Heights, New Jersey: Library Learning Resources, 1997.
This little gem is jam packed with activities and samples that can be adapted for use across many grade levels. Foremost in this book is a clear explanation of the Battle of the Books reading incentive program that is in widespread use throughout Alaska. (Edith Gilbert, Swanson Elementary School, Palmer)
Many of the articles in this book have appeared in The School LibrariansÕ Workshop between l985 and l997. The table of contents divides the book into Battle of the Books, Literary Themes, Getting to Know Authors, and Reading On Display. It includes fun and easy to use ideas to help promote a library. (Judy Kern, Huffman Elementary School, Anchorage)
Helpful hints about Battle of the Books, Literary Themes and Getting to Know Authors are just a few of the topics covered in this book compiled by two experienced school librarians. (Suzanne Richards, Kilbuck Elementary School, Bethel)
43. Valenza, Joyce Kasman. Power Research Tools: Learning Activities & Posters. Chicago: American Library Association, 2003
This book is definitely a good resource for librarians and teachers of high school and above. This volume contains rubrics, graphic organizers, instructional guidelines, posters and questionnaires that all contribute to this thorough tool kit for enhancing a studentÕs understanding of the research process. The posters themselves, with a minimalist design, are wonderful resources to own and can be displayed on an as taught basis. The background information and the evaluation charts are excellent. Overall, this is a worthwhile addition to the teaching tool kit. (Leslie McNelly, Tudor Elementary School, Anchorage)
The book includes lessons and activities to teach Internet searching techniques. How to use search engines and evaluating websites are some of the topics covered. Posters enhance the teaching lessons. These lessons would work well for middle and high school students. (Suzanne Richards, Kilbuck Elementary School, Bethel)
Each of the four chapters focuses on a different aspect of Internet research-Searching, Ethics, Evaluation, and Organizing information. The introduction to each chapter specifies which of the Information Power standards are addressed in the following lessons. Also included are several reproducible pages on each topic and 18 color posters to reinforce the lessons. The lessons are written for middle to high school level students. (Laura Rose, Campbell Elementary School, Anchorage)
The author shows how teachers and librarians can help students develop better research skills. There are activities, rubrics, examples, checklists, and a big batch of posters to reinforce the lessons. This book goes from the initial choice of topic to search strategies, how to use quotes, how to cite, and finishes with what to expect from evaluation and how to present and communicate results. One need not reinvent the wheel on teaching student research when there are excellent books such as this one. (Lynn McNamara, Polaris K-12 School, Anchorage)
44. Valenza, Joyce Kasman. Power Tools: 100+ Essential Forms and Presentations for Your School Library Information Program. Chicago: American Library Association, l998.
This book comes with a CD filled with ready to use forms and presentations to arm any school librarian. It includes everything from library passes to a PowerPoint presentation for the PTO. A good find to avoid reinventing the wheel for new librarians and good review for established librarians. The appendix includes a good selection of library quotes. (Jenny Kimball, West High School, Anchorage)
A librarianÕs reference tool, this book contains suggestions for library policies, procedures, and day-to-day operations in a school library. The appendices are invaluable with recommended resources, famous library-related quotes, and a CD with PowerPoint presentations. (Joy Hewitt, Nome Elementary School, Nome)
45. Van Orden, Phyllis J. The Collection Program in Schools: Concepts, Practices, and Information Sources. Englewood: Libraries Unlimited, Inc., l995.
Though a bit dated, this text is a fine introduction to collection development. Topics discussed include the role of the media program, selection of materials and administrative concerns. (Gayne Turner, Trapper Creek School, Trapper Creek)
46. Van Orden, Phyllis. Selecting Books for the Elementary School Library Media Center: A Complete Guide. New York: Neal-Schuman Publishers, Inc., 2000.
Elementary school librarians working on collection development will find lots of useful information in this book. It starts with general selection and deselecting strategies, then discusses helpful tools, differences when choosing picture books or fiction, genres of fiction, folklore, poetry, subject area selection strategies, and ends with reference and professional selection. The book is easy to use with a useful table of contents, glossary and index. (Lynn McNamara, Polaris K-12 School, Anchorage)
This is a must have book for the elementary library media specialist! (Lane Mayer, Rabbit Creek Elementary School, Anchorage)
Primarily targeted toward future elementary librarians and practicing elementary librarians, this book provides excellent guidelines for purchasing print materials for a library. As an added bonus, the glossary is complete and helpful in defining terms used daily with students in teaching standards based lessons. (Judy Kern, Huffman Elementary School, Anchorage)
This selection tool for elementary libraries is an excellent purchase for any childrenÕs librarian involved with collection development. This straightforward guide is chock full of to-the-point criteria, evaluation tools, and tables to assist in book selection. The 13 chapters are broken down into introductory ones that lay the groundwork for understanding the selection process and applying criteria for selection. The remainder of the book breaks down selection criteria by pictures books, fiction, genre fiction, folk literature, rhymes and poetry, informational books, applying criteria to particular subjects, reference books, and professional books. The easy-to-read format has valuable tables and charts using bold headings with brief summaries making it an easy-to-use guide. (Barbara Bryson, Hermon Hutchens Elementary School, Valdez)
47. Weisburg, Hilda K. and Toor, Ruth. Learning, Linking & Critical Thinking: Information Strategies for the K-12 Library Media Curriculum. Berkeley Heights, New Jersey: Library Learning Resources, Inc., l994.
This is a must have book for all school libraries. Part one explains the information curriculum that is organized around ten concepts students should know in order to be information literate. Part two includes 37 units for grades K-12 as well as planning and evaluation sheets. The forms, which may be used as is or modified to fit local needs, are real time savers. (Gayne Turner, Trapper Creek School, Trapper Creek)
In a workbook format, this informative book is designed to be an interactive learning tool. The first part is devoted to outlining and explaining the ten basic concepts we expect students to understand by the time they leave school. With helpful sidebars in plain language and spaces to add your own ideas, this book allows you to make connections and internalize the information. The second part is devoted to research projects across all grade levels and subject areas. Each lesson includes a planning model, a list of objectives, end products, resources, and skills to organize research. The Appendix provides blank planning and information sheets for designing your own lessons and a subject matrix cross-referencing the lessons with the ten information literacy concepts. (Laura Rose, Campbell Elementary School, Anchorage)
This is a well laid out plan for implementing an information strategies program in the school library. (Lane Mayer, Rabbit Creek Elementary School, Anchorage)
48. Weissman, Annie. Do Tell!: Storytelling for You and Your Students. Worthington, Ohio: Linworth Publishing, Inc., 2002.
This is a resource for the thespian at heart! While the book tells us, ÒitÕs not acting; itÕs storytellingÓ, we know not all librarians/teachers are cut out to be storytellers. An individual with a flair for delivery (both adult and youngster) will find this a nice guideline of where to being and how to develop the art of storytelling while incorporating standards based instruction. It includes a helpful webliography of storytelling websites, a bibliography for storytelling resources, masters for storytelling props and some actual stories to get you started. This book has some excellent insights into ways to better captivate audiences. (Leslie McNelly, Tudor Elementary School, Anchorage)
This book is a short guide for the beginning storyteller including the dos and donÕts of the art of storytelling. The book includes information on presentation and integration into the library and school curriculum as well as examples. (Jenny Kimball, West High School, Anchorage)
The goals of this book are to encourage teachers and librarians to use storytelling as part of the curriculum, to provide resources that supply a variety of stories to choose from, to provide lesson plans that fit into the school library program, and to suggest ideas to get students to tell stories. The book explains the advantages of storytelling and relates it to state and national standards. Weissman breaks down storytelling by explaining various aspects of voice and body movement that can improve or detract from the story presentation. These clearly explained steps help the storyteller make the story Òcome aliveÓ. The lesson plans include objectives, a review or prompt to get kids thinking about the subject matter, a whole-group instruction plan, a guided practice which leads to critical thinking skills, and a lesson closure. The second part of the book includes stories to tell. This is a great resource for librarians interested in trying the art of storytelling or incorporating storytelling into library activities. (Barbara Bryson, Hermon Hutchens Elementary School, Valdez)
This is a well-organized introduction to storytelling. The simple approach is first directed to teachers and librarians then to students. The book suggests starting out with proverbs and fables, then trying more involved short stories. Lesson plans and materials needed are included. (Judy Kern, Huffman Elementary School, Anchorage)
49. The White House Conference on School Libraries. The Laura Bush papers presented at the White House. Teacher Librarian(Special Supplement). October, 2002.
The talks include very notable voices (Gary Hartzell and administrators who have successful programs which are making a difference for staff and student achievement) in the quest for quality library services in school environments. Each talk focuses on how to achieve an atmosphere that would be more conducive to quality school library programs. Although the talks are inspiring, only time will tell if they inspire any results. (Mary Jo Iagulli, Gruening Middle School, Eagle River)
50. Williams, Robin and John Tollett. The Non-Designers Web Book, 2nd ed. Berkeley: Peachpitt Press, 2000.
This book is a guide for creating easy to use, informative websites for those not trained in graphic art and design. The book covers what to do and what NOT to do when designing a website. This is a companion book to the authorsÕ The Non-Designers Design Book that deals with print media such as newsletters and brochures. For anyone responsible for designing a webpage, this will help you avoid the most common design mistakes. (Ann Morgester, Bartlett High School, Anchorage)
51. Wilson, Lucile. People Skills for Library Managers: A Common Sense Guide for Beginners. Englewood: Libraries Unlimited, Inc., l996.
The book covers 10 essential Òpeople skillsÓ that a library manager needs to successfully promote and manage a library program. Written in plain language, this book covers everything from the essential skills of a successful manager, conflict management, working with administrators, team building, motivation and much more. This book is recommended for the experienced library media specialist as well as the notice. Its coverage of the topic is well considered and well written. (Ann Morgester, Bartlett High School, Anchorage)
52. Woolls, Blanche. The School Library Media Manager. Englewood: Libraries Unlimited, Inc., l994.
This book is very comprehensive and very though. It explains and gives examples of everything from collection development to volunteer training to professional networking. It will be useful for the new or the experienced library media specialist. This book is a worthwhile purchase, especially for those just starting out as a trained school librarian. (Edith Gilbert, Swanson Elementary School, Palmer)
53. Ziarnik, Natalie. School and Public Libraries: Developing the Natural Alliance. Chicago: American Library Association, 2002.
The purpose of this slim volume is to promote collaboration between school and public libraries. The author beings with a brief history of public/school library roles hoping to share some of the ÒtensionsÓ preventing school and public libraries from working together. Chapter 2 focuses on the strengths of each type of library and how they can compliment each otherÕs services. The final four chapters share ways school and public libraries can successfully collaborate, strengthen cooperative working relationships and share resources. The book is easy to read and has good suggestions. (Barbara Bryson, Hermon Hutchens Elementary School, Valdez)
Written from a public librarianÕs perspective on how school and public librarians can work together, this is a good resource for school librarians who are in smaller communities that have a public library/librarian. (Suzanne Richards, Kilbuck Elementary School, Bethel)
The historical timeline is very interesting. There are many ideas on how to get the school library connected with the public library. (Lane Mayer, Rabbit Creek Elementary School, Anchorage)
This book is intended for public librarians seeking to reach out to school librarians and teachers. The history of the cooperation and division between the two entities is addressed. There is some useful information and a cooperative spirit is encouraged for both types of librarians. However, this title would not be useful for most libraries in Alaska. We are working in small towns and we know each other. This book provides advice and methods for public libraries that serve communities with many schools. Only the largest communities in Alaska would find this title helpful. (Tiki Levinson, Delta Junction School, Delta Junction)
Jacque E. Peterson, Barrow, Alaska reviewed the following books from the North Slope Borough School District Library/Media Center collection.
Avery, Elizabeth, Dahlin, Terry, Carver, Deborah. Staff Development - A Practical Guide. 3rd ed. Chicago: American Library Association, 2001.
While not stated directly, this book was written primarily with the public library in mind. Having said that, there is certainly a great deal of very good information that can be applied to developing training programs and strategies for school libraries.
Backes, Laura. Best Books for Kids Who Think They Hate to Read. Roseville: Prima Publishing, 2001.
Although written primarily for parents, educators can certainly find a lot of worthwhile information. It includes solid descriptions of books, why they will appeal, and detailed lists of other titles if a child likes a particular book.
Blostein, Fay. Invitations, Celebrations - Ideas and Techniques for Promoting Reading in Junior and Senior High Schools. New York: Neal-Schuman Publishers, 1993.
While some of the ideas are odd, there are some worth trying. Perhaps in a less ethnically diverse school these ideas might work better. Success will depend upon your studentsÕ cultural literacy.
Briggs, Diane. 52 Programs for PreSchoolers-The Librarians Year-Round Planner. Chicago: American Library Association, 1997.
The book includes preschool programs developed around a number of themes including celebrations (Thanksgiving, St. PatrickÕs Day), multicultural programs, animals, etc. Each highlighted theme includes ideas for publicity, book suggestions, games, and easy craft projects. The book includes several ideas that can be implemented depending on your group, your resources and the time you have to devote to developing and implementing programs.
Bromann, Jennifer. Booktalking That Works. New York: Neal-Schuman Publishers, 2001.
Linked to popular teen titles, this book was published in 2001 so it doesnÕt have the newest titles such as the Fearless series by Francine Pascal. The book includes a lot of practical advice such as 35 dos, 35 donÕts, and 35 ways to hook your audience on books and reading..
Cabral, Len. Len CabralÕs Storytelling Book. New York: Neal-Schuman Publishers, 1997.
This is a great book for getting you started in storytelling. It includes a lot of practical advice in the Òtelling guidesÓ good beginner stories.
Comfort, Claudette Hegel. The Newbery & Caldecott Ð Books in the Classroom. Nashville: Incentive Publications, 1997.
This guide uses award winning Newbery and Caldecott books. Each title includes a brief synopsis, discussion topics and activities or projects. It could be used successfully in a library program but is better suited to the classroom.
Duncan, Donna, Lockhart, Laura. I-Search, You Search, We All Learn Research. New York: Neal-Schuman Publishers, 2000.
Another title from the How-To-Do-It series, this manual is aimed at teaching elementary school students how to solve information problems. It takes you through step-by-step on how to teach research skills from choosing a topic, taking notes, to writing, developing and presenting an I-Search Project. This is an excellent resource.
Farmer, Lesley. Leadership Within the School Library and Beyond. Worthington: Linworth Publishing, 1995.
From the Professional Growth Series, this book is divided into sections such as the Archetypes of Leadership and Leading the Library. This book talks about developing levels of influence and leadership within your school, your community and your profession. While there are kernels of usual information, the book is so out of my reality that I wouldnÕt recommend it for purchase. If you are interested in becoming a ÒplayerÓ this may be the book for you. If you are interested in getting your work done, you might find all of the required machinations just a bit more than you can handle.
Lavender, Kenneth. Book Repair. 2nd ed. New York: Neal-Schuman Publishers, 2001.
Most of us will need some of the skills covered in this book sometime during our careers as librarians. The information is presented in a clear and straightforward manner and the illustrations and step-by-step instructions seem to address most of the repair problems that you would run into.
Lewis, Marjorie, ed., Outstanding Books for the College Bound Ð Choices for a Generation. Chicago: American Library Association, 1996.
This is a good guide to get you started. It is divided by category such as Arts, Biographies and Fiction and includes a short synopsis of each title recommended.
Macdonald, Margaret Read. The Story-TellerÕs Start-Up Book. Little Rock: August House Publishers, 1993.
This is an excellent book for anyone interested in the art of storytelling. It includes good background information, and best of all, practical tips to learning the ÒartÓ of storytelling.
Odean, Kathleen. Great Books for Boys. New York: Ballantine Books, 1998.
Focusing on boys ages 2 to 14, the book starts with picture books and works through the various genres including biographies, adventure, historical, contemporary life, etc. It is an excellent resource for parents, teachers and of course librarians.
Talan, Carole. Founding and Funding Family Literacy Programs. New York: Neal-Schuman Publishers, 1999.
This book from the How-To-Do-It series provides a nuts and bolts approach to setting up a family literacy program. It supplies a lot of practical suggestions as well as examples of real success stories. Although implementing most of the suggestions is challenging, the book is well laid out and would work well in public libraries that have community buy-in.
Totten, Kathryn. Fantastic, Fun Reading Programs. Fort Atkinson: Alleyside Press, 2001.
Designed for the PreK to 6, this book takes the work out of planning and implementing youth programs. Each program includes what age level it is aimed at, how long it should take, and what supplies are needed.
Trelease, Jim. Hey! Listen to This Ð Stories to Read Aloud. New York: Penguin Books. 1992.
Aimed at children between 5 and 9, this book brings together forty-eight read-aloud stories. This is a terrific handbook that includes folktales to classic favorites. ItÕs a good way, in addition to booktalking, to get kids interested in a specific title.