Susan Brooks-Young

Imagine my surprise when opening a book from an educational publisher about technology and finding three chapters about the school library. Brooks-Young provides a volume that introduces the major concepts and problems of a variety of technologies in the school—and she has done her homework. She introduces information literacy in one chapter and the modern school library in a second chapter; then she deals with school library staffing issues in a third, followed by chapters on the technology infrastructure, the technology coordinator, and a number of technologies that are contributing to learning—but back to the three chapters on the school library. This author understands information literacy and has spent time interacting with a group of teacher-librarians who explained the dilemmas that they face, including outmoded library concepts, scheduled library classes, and lack of time to collaborate with teachers. I did not, however, approve of her suggestion to staff the school library in times of low budgets by hiring one teacher-librarian for multiple schools or just one at the district level who could provide training for the library clerks staffing the various school libraries. It is an all-too-popular solution when expectations for the school library consist mainly of warehousing materials. But the author does discuss collaboration in the building of learning experiences and the teaching of information literacy. This is good news. The book is designed for school leaders, including administrators who really need a basic introduction to technology issues. If your district has administrators who lack the basics, then have them read this book before having a major discussion about technology issues. It is a third voice that might lend credence to your own message. (Corwin Press, 2006. 184 pp. $30.95. 1-4129-2729-3.)

Bottom line: Recommended as a basic introduction. david Loertscher

Michael Orey, V. J. McClendon, and Robert Maribe Branch, eds.

Over the years, this essential reference volume has provided a forum to update the field, explore current issues, and provide reference information, and the current editors have maintained that function by updating educational technology in the K–12 arena, in higher education, and in business and industry. The Trends and Issues section begins with a summary of events in educational technology for the year. In the K–12 arena, the major use of technology to measure testing and achievement is addressed, and the editors note that technology budgets are still recovering from the previous recession. This article is followed by a number of articles about various technologies and their uses. There is also a section of articles about the school library program, including articles by Gail Bush and Lesley S. J. Farmer. The reference section includes an annotated list of organizations and associations related to the technology field, a list of graduate programs where masters and doctorates in instructional technology can be earned, and an excellent bibliography of publications. The function of any annual is to keep us up to date, and this one does the job well. It belongs in larger collections at the district level but needs to be more than just a shelf sitter. Therefore, rotate it among the teacher-librarians in your building. (Libraries Unlimited, 2006. 440 pp. $80.00. 1-59158-362-4.)

Bottom line: Recommended—belongs in larger collections at the district level but needs to be more than just a shelf sitter. David Loertscher

Louise E. Alcorn and Maryellen Mott Allen

There are many strong reasons for going wireless in the school library. Yes, the technology staff might be against it, but the argument needs to be made for a ubiquitous connection. Many school libraries have rows of computers that invade the central space and cut down on the flexibility of the facilities. As we move to one-on-one computing, wireless networking is essential. Alcorn and Allen provide the teacher-librarian with the essential knowledge about how wi-fi systems are constructed and how to manage them once in place. Although I shrink from suggesting that the teacher-librarian should become the network administrator with all the attendant problems and time commitment, teacher-librarians must be knowledgeable about networks so that they can “talk the talk” on the technology committee and resolve problems of access.

    How are you going to learn about this technology? Get this book and bone up. Visit schools where successful networks are in place and are supporting teaching and learning. Find these places by asking questions of the folks who use them: Do they work? Are they available throughout the school library? What is the level of security? What is the speed of access and downloading? What hardware is needed? How much time and expertise are needed to keep it operational? If you want to learn on your own, this book is a good choice, with its clear chapters and helpful diagrams. (Neal-Schuman, 2006. 201 pp. $65.00. 1-55570-478-6.)

Bottom line: Recommended. david Loertscher