Lauren Zina John

I bring this book to the attention of teacher-librarians, not because it discusses book discussion groups with children or teens but because teacher-librarians might participate in or direct book discussion groups with adults, either in the school or in the community. Therefore, this book provides many ideas for such groups, in-depth descriptions of sample books, lists of books, discussion helps, and Internet resources. (Neal-Schuman, 2006. 200 pp. $55.00. 1-55570-542-1.)

Bottom line: A good handbook for the discussion leader. Recommended. david Loertscher

Katharine L. Kan for the Young Adult Library Services Association (YALSA)

For teacher-librarians who collaborate with public libraries on summer teen reading programs, here is a collection of ideas from public libraries from all over the United States that involve teens in fun and motivating ways. (American Library Association, 2006. 112 pp. $30.00. 0-8389-3563-X.)

Bottom line: An excellent idea source. david Loertscher

Rita Soltan

There are may methods available for promoting reading, but in these days when collaboration and information literacy take up such large chunks of a teacher-librarian’s time, how can the emphasis on literacy be maintained? Soltan’s book provides one idea and a great resource: the promotion of book discussions held by family and friends that do not require the teacher-librarian to be the center of attention. Teacher-librarians can be the power behind the throne in this instance. The author provides a wide range of reading selections and then in a chapter for each title, she provides a plot summary, a character summary, a list of other books on similar topics, a list of resources for author study, and a nice list of discussion questions.

This book falls into four categories: family reads, mother-daughter reads, father-son reads, and reader raps (children-only discussion groups). The teacher-librarian can get the group started by leading the first time or two, then provide the group with Soltan’s guidance, and then fade into the background—a fine literacy leadership technique. The books covered range from children through teens, so there is something to interest all readers. (Libraries Unlimited, 2006. 372 pp. $35.00. 1-59158-234-2.)

Bottom line: Highly recommended. david Loertscher

Catherine Sheldrick Ross, Lynne McKechnie, and Paulette M. Rothbauer

In the Krashen tradition of supporting the value of free voluntary reading, these three authors review the research for children, teens, and adults. The authors conducted their own research in addition to reviewing selected, important studies. I found their descriptions of the reading research to be quite informative as they trace the voluminous research and reports across the field and across time. They have a different reporting style than in Stephen Krashen’s The Power of Reading: Insights from the Research, Second Edition (Libraries Unlimited, 2004) that may appeal to a different reader. Place this book alongside Krashen’s on your shelf, and consult it when you are preparing presentations about the value of teacher-librarians and their impact on literacy. (Libraries Unlimited, 2006. 288 pp. $32.00. 1-59158-066-8.)

Bottom line: Essential. Dav id Loertscher

Sharon Grimes

A better title for this book would be something like How Teacher-Librarians Can Become Reading Teachers. Grimes, a teacher of the year in Baltimore County, MD, writes a clear explanation of how to teach reading comprehension through literature in the elementary school grades. She goes beyond the direct instruction of the classroom where phonemic awareness and decoding are the primary emphasis, to helping children think about and find meaning and understanding in what they are reading. She does this as children come for library time to her elementary school library. Grimes argues that “Krashenizing” a school is not enough; that is, the emphasis on the access to and the enjoyment of reading does not cut it, particularly in schools where many students come from language-impoverished homes. And, when the reading teachers of the school are not teaching good comprehension strategies, the teacher-librarian can step up to the plate and teach this skill. Grimes knows how, and she teaches readers how in clearly written chapters laced with her own experience. Grimes also understands her impact on learners, and she has been recognized by her peers as an exemplary teacher of reading.

Two popular philosophies of the teacher-librarian’s role come to mind as this book unfolds. The first is Doug Johnson’s (www.doug-johnson.com) theory that teacher-librarians can, during library period (fixed schedules), carry out an effective curriculum in the school library that correlates with the overall school curriculum. The second role asks teacher-librarians to integrate their own agenda as they collaborate on joint learning experiences with teachers. This is an issue that is not going to go away in the field, and it is one that is not being addressed in a serious way, but it is crucial to the holding of school library positions. I wonder what would happen if Grimes demonstrated her technique as a part of the insect unit she collaboratively teaches with a classroom teacher? If we combined her strategies into a school where Understanding By Design, Expanded (2nd edition, Wiggins & McTighe, ASCD, 2005) were the focus of learning experiences, what would be the impact on teaching and learning? Library schools do not teach students to be teachers of reading in their children’s or young adult materials classes. Grimes asks them to reconsider so that teacher-librarians become reading teachers. This book brings a major issue to the forefront that requires all of us to re-examine our role and to do focused research that leads to a united front or perhaps to the adoption of the banquet philosophy of school library programs (where there are many choices of entree).  (American Library Association, 2006. 184 pp. $35.00. 0-8389-0912-4.)

Bottom line: Read and talk about this book. David Loertscher

Link this book with Krashen’s idea in The Power of Reading: Insights From The Research, 2nd Ed. of flooding English-language learners with materials they desperately want to read in English, and you have some excellent strategies to work with these kids, both in the library and the classroom. (Corwin Press, 2006. 176 pp. $27.95.1-4129-2439-1.) Bottom line: Recommended. david loertscher

Kathleen Feeney Jonson

Really helpful professional books help us brush up on what we already know and extend our knowledge. Regardless of whether you have taken a reading skills course lately, Jonson comes to our rescue, introducing 60 major strategies—both old and new—to build comprehension. Each of the 60 methods takes up 3–5 pages. The author first defines the method (could you define “read-pair-share?”) and then gives directions and helpful hints on how to use that method with various ages of readers. So, this book is something like a dictionary with explanations of how to accomplish each task. The following is a list of some of the strategies used:  anticipation guide, bio poem, book box, brainstorming, character bag, character mapping, cubing, double-entry journal, fishbowl, gallery walk, story mapping, Venn diagram, think-aloud protocol, and quick-writing.

 For the teacher-librarian who is participating in or leading the literacy team in the school, this book will help the TL to understand much of the jargon for drill activities that reading teachers use. A number of these activities can be used in the library as literature is shared and enjoyed. Some of the techniques are also useful while the research process is taught and children are trying to consume large amounts of information before they create some sort of product. It is what we call a handy, dandy, instantly useful tool. Of course, the teacher-librarian will want to push the love of reading without the skill-drill-kill mentality, but used in the right way, many of these simple techniques can be used quickly to build understanding as well as enjoyment. (Corwin Press, 2006. 240 pp. $34.95 0-7619-8838-6.)

Bottom line: Highly recommended.  David Loertscher

Rosanne J. Blaas

Blaas provides a model for holidays and other special days that a library aide, a parent volunteer, or, if the library does not have an aide or volunteer, the teacher-librarian can use. Each book includes a brief summary or booktalk, a short thinking activity, and a suggested read-aloud section if the book cannot be read in one sitting. Yes, Blaas is sensitive to the various holidays and their controversial statuses but extends her suggestions to many would-be celebrations and arranges them by month to find easily.  For example, January includes Martin Luther King, Jr. Day, and Ramadan and Id-ul-Fitr; February includes National African-American Holiday Month, Groundhog Day, Chinese New Year, Valentine’s Day, and President’s Day; and March includes National Women’s History Month, Mardi Gras and Carnival, St. Patrick’s Day, and Holi. The book is also a good way to check the collections to see that you have a wide range of the cultures of the world represented. (Libraries Unlimited, 2005. 248 pp. $35.00. 1-59198-076-5.)

Bottom line: If you need quick suggestions and idea starters in the library, this book answers that need. David Loertscher