BAHDE, Anne, et al. eds. Using Primary Sources: Hands-On Instructional Exercises. 136p. bibliog. ebook available. index. photos. reprods. Teacher Ideas Press/Libraries Unlimited. 2014. Tr $50.00. ISBN 9781610694346; ebk. ISBN 9781610694353. LC 2013044427.
Geared to academics, this workbook is filled with exercises that are suited to a classroom environment. For professionals who teach with original materials, this book provides easy-to-use primary source literacy exercises to improve teaching and engage students. Thirty hands-on exercises may be used in a variety of settings: elementary school, high school, undergraduate, graduate, and library school. The exercises cover topics such as building skills in using finding aids and locating primary sources, and interpretation and analysis of primary sources. Instructors can easily customize and adapt these plans for their particular needs. Also included is a bibliography of readings related to instruction in special collections, archives, and museum environments.
DAY, Lori with Charlotte Kugler. Her Next Chapter: How Mother-Daughter Book Clubs Can Help Girls Navigate Malicious Media, Risky Relationships, Girl Gossip, and So Much More. 250p. Chicago Review. 2014. pap. $16.95. ISBN 9781613748565.
The authors, mother Lori, and daughter Charlotte, collaborate on a very personal account of their five years in a book discussion group of mothers and daughters during the girls’ pre-adolescent and early teen years. Full of helpful strategies for running a book group, the authors also include lists of titles along with discussion questions, activities, and media sites. This is much more than a guide for a mother/daughter book group. The book covers a wide range of issues from self-image to sexual identity to abuse of women, all with accompanying resources and quotes from mental health specialists. The mission of the group profiled is more philosophical than literary: to empower girls through the reading of female-centric literature that addresses difficulties they will face as they grow into women. The writing is candid and conversational. Lori, the group organizer, confides personal issues with the group dynamics, and quickly points out missteps and ways in which the group could have anticipated and headed off problems. Charlotte speaks eloquently of the mother/daughter bonding which results from shared reading and discussion. Of particular concern is the issue of media and marketing influences that marginalize and objectify women. Strategies for encouraging powerful and compassionate behavior are a primary emphasis. An appendix of resources includes other mother/daughter book group guides as well as books on media representation of girls and women. Recommended for parenting collections, as well as professional reading for public and school librarians.
PORTER-REYNOLDS, Daisy. Streamlined Library Programming: How to Improve Services and Cut Costs. 128p. Teacher Ideas Press/Libraries Unlimited. 2014. pap. $45. ISBN 9781610694087.
This volume provides a thorough step-by-step plan for moving to a centralized, or “streamlined,” style of programming. The author offers plenty of clear examples of timelines, program menus, and service evaluations that can be adapted by libraries looking to make this institutional shift, although her methods and explanations do seem best suited to larger, multi-branch systems. The discussion of program formats will be useful to libraries wondering what centralized programs look like, with examples and descriptions including storytimes in a box; live and virtual programs; and programs utilizing library partners, volunteers, and paid performers. The most successful chapter, on change management, has wider applicability beyond the topic of this book. Porter-Reynolds gives a thorough introduction to the concept of centralized programming, making this a solid resource for libraries considering time-saving programming methods.
ROGINSKI, Dawn R. A Year in the Story Room. 252p. ALA Editions. 2014. pap. $43.20. ISBN 9780838911792.
This complete guide for story times, which covers programs for babies to early readers for an entire year, will be most helpful to new children’s librarians, but includes original ideas to inspire even the experienced programmer. Divided into seasons, each program includes age appropriate books, music, games, and crafts. Recommendations are made for planning, handling unanticipated interruptions, and transitioning between activities and literacy information to share with caregivers. The baby programs are clearly described with opening and closing activities, music, and books. The preschool programs include suggestions for crafts and games, as well as music and books. The reader is helpfully directed to alaeditions.org/webextras for craft and flannelboard patterns, and to other sites for do-it-yourself projects and props to purchase. Ideas for recycling materials are also suggested. Particularly unique is the section on programming for emerging readers. The author is appreciative of a child’s ability to discuss a story even if he is not a skilled reader. Suggestions for book clubs which develop a child’s confidence through multiple senses are especially helpful. Appendices include rhyme sheets and model texts of reminders and policy statements for colleagues and parents. The bibliography and index are extensive. Clear black-and-white line drawings and photos are included.
GOVIER , Katherine. Half for You and Half for Me: Best-Loved Nursery Rhymes and the Stories Behind Them. illus. by Sarah Clement. 176p. Midpoint. 2014. Tr $22.95. ISBN 9781770502123.
This beautiful volume is illustrated with a variety of drawings, woodcuts, and paintings, many of which are historic images from the Toronto Public Library’s Osborne Collection of Early Children’s Books. Using a number of historic sources, Govier has researched the background of these rhymes and included this information in smaller print under the accompanying verse. Govier includes several Canadian rhymes and poems, including Dennis Lee’s “Night Thanks.” The author’s Canadian background might explain the “Inky Dinky Spider” rather the “Itsy Bitsy Spider,” which is the version familiar to American children. Librarians, teachers, and students of children’s literature should find the rhymes (most of which were originally not intended for children) and their history to be of interest.