• Reaching every reader : instructional strategies in the library for grades K-5 by Pat Miller (Linworth, 2007, 148 p., $_____, ISBN: 1586832840)

  This book is troubling for a variety of reasons. Full of creative ideas for quickie uses of literature to entertain children during their “library time,” it continues the stereotype that teacher librarians are babysitters, even though the author sees the activities as ones that can be integrated into full collaborative learning activities. For our taste, this is the type of book that library paraprofessionals or volunteer parents could conduct in the library. The concentration is on an activity itself for itself. And, while it could be tied to something being taught in the classroom on that same topic, we don’t find enough substance in critical thinking, reading strategies, or curricular integration to warrant use of the ideas by the professional teacher librarian trying to move into the center of the curriculum. However, the support staff could be using these activities to engage children who are not participating in collaborative units being done in other parts of the library at the same time. Not recommended for the teacher librarian.

• Gary Paulsen by James Blasingame (Greenwood Press, 2007, 165p $_____ ISBN: 9780313335327);
• Sharon Creech by Carroll, Pamela S. Carroll (Greenwood Press, 2007, 195p. $_____ ISBN: 9780313335983)

  This series of books about favorite teen authors is for both librarians, teachers, and teens who really want to know their favorite author in depth. The volumes are full of biographical articles, reflections of the authors, essays about their most popular titles. They would be particularly useful to aspiring young authors who need reassurance that writing can be even more than just a hobby. Both are just plain good reads. David Loertscher

• A year in picture books : linking to the information literacy standards by Patricia A. Messner and Brenda S. Copeland (Libraries Unlimited, 2007, 163p. $_____ ISBN: 9781591584957) For those “trapped” in fixed scheduling and who feel they must use the time of the children to deliver some type of literature experience coupled with information literacy, our authors present one lesson per month using a picture book for each of the grades K through three. Here are the information literacy topics treated for the school year: orientation to the library, arrangement of the library, reading enrichment, understanding information, online catalog, and two months spent on information on the Internet. Each lesson has some sort of worksheet and quick project complete with patterns. If the children are going to be exposed to such activities disconnected with the curriculum in the classroom, we recommend that such “fun” projects be guided by a paraprofessional or a volunteer.  The lessons here are simple enough for either adult to work through and enjoy with the children. As for the professional, we recommend that you spend the time you would on these types of activities connecting yourself into the curriculum to further the learning that teachers are very concerned about. Not recommended for the professional teacher librarian.

• Once Upon a Time: Using Storytelling, Creative Drama, and Reader's Theatre with Children in Pre-K-6 by Judy Freeman (Libraries Unlimited, 2007, 276p. $_____ ISBN: 9781591586330) Judy Freeman has more ideas for using children’s literature than almost anyone we know. So, in this volume, she packs songs, reader’s theatre, great book lists, best professional books, good websites and more to attract a librarian and teacher to make reading fun, exciting, creative, ben beneficial to the literacy program of the school. That is how we view this being used. The teacher librarian as a part of the school’s literacy team infuses not just skills into the language arts program but cares about helping children build a love of literature and creative expression. Used alone, such activities are fun but really pointless if connections are not being made with larger literacy goals in mind and in practice. Highly recommended for teachers and teacher librarians on a quest to move beyond just deadly skills.

• Best Books for Young Adults. 3rd ed. Created by the Young Adult Library Services Association, edited by Holly Koelling. (ALA, 2007, 347 p. $_____, ISBN: 9780838935699)

  If the Best Books for Young Adults list is available on line each year from YALSA, then why compile a combined list from 2000-2006? The answer is that the collection is much much more than just a complilation of the lists. The book begins with a thorough analysis of  YALSA’s efforts over the years to create lists of the best. The chapter that analyzes the trends in publishing for young adults is simply the best analysis we have seen.  It looks at trends such as the feminization of teen literature, changes in family life as represented in the books, trends in the growth of graphic novels and many other aspects of publishing. We are then treated to  combined lists across the seven published lists of themes not used in the lists published each year. These theme lists include: friendship, humor, love and romance, science fiction, among others followed by a number of nonfiction themes. After this section, the collective lists are arranged by author complete with annotations with additional indexes of various types.  For any person working with teens, whether librarian or teacher or counselor, this book is a must have and a must read reference. The YALSA best books list is selected by adults, it is true, rather than a list popular with teens, but it represents one view into the world of YA literature worth considering.  Highly recommended.

   

• The Best Teen Writing of 2007 edited by Justin Beltz (Scholastic, 2007, 270 p. $_____, ISBN: 978054505931) When we received this paperback collection containing selections from the Scholastic Art and Writing Awards given each year, we are reminded of the wonderful opportunities for teens and kids to produce and publish their work in hundreds of contests, challenges, student magazines, YouTube, and on kid/teen personal blogs and websites. We wanted to remind teacher librarians across the continent that part of the library media program in  promoting literacy is to encourage yong people to produce, write, film, publish, and podcast the best of their work. It is a whole new world. And, while there are pleanty of contests out there, the opportunities to publish are better than any time in the history of the world. So, whether it is this collection or another, let the presses and production facilities roll. There just might be a Christopher Palolini at your school.

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