In The Smartest Kids in the World: And How They Got that Way (S & S, 2013), Ripley reports on her year-long “field trip to the smart-kid countries” to see if she could account for the success of the high achievers. What made these kids smarter than their American peers? To offer an insider’s perspective, she recruited three teenagers participating in student exchange programs: Kim, a sophomore from a low-performing high school in small-town Sallisaw, OK, made her way to Finland after the hard work of raising $10,000; Eric, a recent graduate of a high-achieving, affluent Minnetonka, MN, high school, deferred college for a year to attend high school in Busan, South Korea; and Tom, a western literature enthusiast from Gettysburg, PA, opted to spend his senior year in Wroclaw, Poland.

So, what did Ripley’s investigation reveal? While many of the problems that plague schools, such as principal and teacher complaints, strong unions, political maneuvering, and test anxiety are universal, where children live often determines how seriously they take their role as students. In Finland, Korea, and Poland, the stakes are high; students’ college choices and future careers are determined by how well they do on their exams. Though also true to some extent in the United States, many American students appear fairly blasé about academic success. Interestingly, access to technology wasn’t a deciding factor in motivation or better learning. In fact, the three countries profiled had no digital whiteboards and few computers in the classroom. (They also didn’t have school sponsored sports teams.) What mattered most was rigor and equity, that all students were expected to perform to a certain level and held to the same standards, as were their teachers. In Finland, especially, Ripley describes how improving teacher-training programs by limiting admissions to highly qualified applicants, demanding subject area expertise, and extending the internship period, also improved the level of rigor in the classroom. And they did this while rather than after adopting stringent national standards.

It’s clear that no one country has the answer to America’s public (and sometimes private) school morass. Each has specific issues and problems; consider Korea’s late-night hagwons, private tutoring schools that reduce equity because they charge for access to the best teachers while wearing down students to the point of exhaustion. But what is clear is that in each of the three countries profiled, policy makers and educators and, more importantly, parents and students have decided that a good education matters and excuses for failure are unacceptable. Ripley’s reporting is top-notch, fluidly presented, and well-documented, and her coverage of the teenagers’ personal journeys and experiences, both social and academic, make this a must-read for anyone interested in getting American schools back on track.

This year marks the 75th anniversary of the Caldecott Medal, the prestigious award bestowed annually by the Association for Library Service to Children (ALSC), a division of the American Library Association (ALA), to the “artist of the most distinguished American picture book for children.” First presented in 1938, the medal is named in honor of the 19th-century English illustrator Randolph J. Caldecott and features a scene that encapsulates the humor, vitality, and charm of his ground-breaking artwork (based on 1878’s The Diverting History of John Gilpin, the image shows the title character clinging to a runaway horse as flapping geese, yapping dogs, and gaping bystanders look on).

Encompassing an eye-tempting array of artistic styles and beautifully wrought images, the books adorned with the familiar gold Caldecott seal (or silver for honor books) present a treasure trove of tales ready to be discovered and enjoyed by enthusiastic young readers. For older students, the decades-spanning assemblage offers a rich opportunity for examination and discussion, providing a glimpse at the evolution of the picture book and children’s literature in the United States, an avenue for exploring the influence of historical events and cultural trends on bookmaking, and means for tracing changes and innovations in illustrative techniques and tools.

The award’s diamond anniversary is also the perfect occasion for launching a mock Caldecott election in the classroom, an endeavor that will engage youngsters in a wide range of grade levels. In addition to providing the impetus for lively debate, such a project can improve listening skills, help students to develop the vocabulary and thought processes needed to evaluate and discuss literature and art, encourage active participation, and engender a of love of reading. Visit the ALA website for a list of medal winners and honor books. A dedicated 75th Anniversary page includes a free-to-download bookmark featuring a special commerative logo created by 2008 Caldecott medalist Brian Selznick starring characters from past winners along with clues to their identities.

Why Should Kids Have All the Fun?

Indulge your own love of picture books by perusing some lovely coffee-table compendiums that treat renowned illustrators and their work. In addition to being a pleasure to read and browse, these books can inform classroom author and literature studies and provide insight into the amazing process of creating art.

Meet the Founding Father

In Randolph Caldecott: The Man Who Could Not Stop Drawing (FSG, 2013), Leonard S. Marcus provides a vividly written portrait of the father of the modern picture book. Born in Chester, England, in 1846, the “tall, lanky, and good-looking” young man with “light brown hair that occasionally stood on end” left behind a boyhood spent sketching and wandering the countryside for a position as a bank clerk, eventually striking out for Manchester to take a similar post as “quill-driver” while testing the waters of a possible career in art.

Identifying mentors while always honing his craft, Caldecott sold numerous drawings to newspapers and magazines—now a burgeoning nationwide industry due to the invention of steam-engine-powered presses—before settling in London and making a name for himself as a book illustrator (critical acclaim and fame came with his work in 1875 on Washington Irving’s Old Christmas). When he finally turned his drawing pen to making books for children, his vivacious filled-with-motion style, irrepressible sense of humor, and innovative ideas about layout and design would forever change the genre.

Marcus’s articulate narrative incorporates keystone details and events to evoke the backdrop of Caldecott’s life—cherished pastimes, his penchant for poking fun at himself, and the invigorating spirit of change ignited by the Industrial Revolution—while pinpointing the enduring essence of his artwork. Handsome reproductions of Caldecott’s illustrations, unpublished drawings from his sketchbooks, and other works appear throughout, along with other 19th-century images that set time and place and make for easy comparison.

A Sendak Gallery

Elegant, oversized, and packed to the brim with gorgeous images, Maurice Sendak: A Celebration of the Artist and His Work (Abrams, 2013) is a delight to both browse and delve into.  Published in conjunction with an exhibition at the Society of Illustrators in New York City, the book coincides with the 50th anniversary of Sendak’s game-changing Caldecott-winner, Where the Wild Things Are (Harper, 1963), as well as what would have been his 85th birthday (Sendak passed away in May of 2012). More than 200 reproductions are presented, many from private collections and never before published, representing the amazing scope and breathtaking spectrum of Sendak’s career.

In addition to studies, preliminary sketches, and variant illustrations made for well-known picture books, the volume also includes his advertising and commercial art (e.g., Bell Atlantic’s 1997 “Wild Things Are Happening” campaign), posters, storyboards for animation sequences, designs for stage productions (of his own work as well as operas and ballets), illustrations for magazines (a 1976 Rolling Stone cover showing the “Moishe” Wild Thing decked out as a Christmas tree), and more, each given context with thoughtfully written captions. Twelve essays penned by individuals with whom Sendak’s life intersected range from Leonard Marcus’s piece on Sendak’s seminal picture book trilogy to author/illustrator Paul O. Zelinsky’s reminiscence of taking Sendak’s picture book course at Yale. This stunning visual compendium is part critical exploration, part personal remembrance, and all-out tribute to a remarkable artist and his outstanding body of work.

The Power of the Doodle

Young fans of Knuffle Bunny, that beloved and beleaguered pigeon, and the “Elephant and Piggie” series (all Hyperion) know that Mo Willems is a funny guy, and in Don’t Pigeonhole Me!  (Disney, 2013), he proves that he can illicit just as many laughs from adults. For 20 years, this three-time Caldecott Honor recipient has been compiling an annual sketchbook intended to be distributed as “a calling card for clients and/or holiday card for friends.” Though the format has evolved since the stapled-together mini zine of his “starving artist” days, these booklets still serve as a “continuing experiment,” a place where Willems holds complete creative carte blanche and freedom “from any restrictions.” This cartooning crock pot has helped him cook up ideas for at least three of his picture books, including Don’t Let the Pigeon Drive the Bus (2003).

‘Don’t Pigeonhole Me! ‘(Disney)  © Mo Willems

Twenty sketchbooks are reproduced, each set in the context of Willems’s career and life with a funny introduction. Earlier editions showcase adult-pitched New Yorker-style vignettes and sequences that treat relationship woes, offer wry glimpses of city life, and present droll perceptions of art and artists. Later volumes reveal Willems’s experimentation with a longer narrative form, design elements, and storytelling rhythms, including a tale about an “unaccomplished baddie” wolf would later inspire 2005’s Leonardo, the Terrible Monster; an early—and definitely not-for-kids—version of 2012’s Goldilocks and the Three Dinosaurs; and a “hard reader” starring an inebriated bunny who spouts a “drunken diatribe of words that merely sound like what they mean.”The final installment collects together doodles originally drawn on the butcher block paper that adorns the Willems family dinner table (characters that may, or may not, someday appear in a picture book). Great fun to browse and unabashedly hilarious, this book also reminds readers of the importance of experimentation and taking chances, of allowing one’s self the space to daydream, and of the awesome power of the doodle.

Why Picture Books?

Compiled and edited by Marcus, Show Me a Story!: Why Picture Books Matter (Candlewick, 2012) presents conversations with 21 renowned illustrators. Whether interviewing longtime picture book mavens such as Robert McCloskey, Eric Carle, Maurice Sendak, Ashley Bryan, and Tana Hoban, or relative newcomers including Yumi Heo and Chris Raschka, philosophical thinkers like Mitsumasa Anno or humorous tale-tellers like James Marshall, Marcus focuses on teasing out the “vital thread that links an artist’s life story to the stories and images for which he or she is known.”

Why does a child grow up to become an artist? Who encouraged or mentored these individuals? What experiences inspired them? Why did they choose to make picture books? The lively interviews, each introduced with an insightful recounting of the artist’s career and important innovations, convey much about each individual’s personality as well as revealing truths about the creative process and the role picture books play in the lives of children.

The illustrators reflect on wide-ranging themes, touching upon the impact of historical and political events on one’s life, the realities of racial discrimination, milestones such as becoming a parent, the origins of their beloved characters, or the evolution of the art form. An inset of full-color reproductions showcases a selection of sketches, studies, dummies, and other pre-production work that sheds light on each artist’s illustrative process. An interesting read for anyone who loves picture books, this volume can be used to expand author studies and is s gem worth sharing with older students considering a career in the arts.

Andrews, Beth L. Hands-On Engineering: Real-World Projects for the Classroom. (Prufrock, 2012).
Designed for use in grades 4-7 and aligned with “various standards for science, technology, engineering, and mathematics (STEM),” this compendium offers 26 kid-friendly lessons that teach science concepts through student- designed and tested objects. The book begins with an overview of design and engineering and the lessons that follow list the skills taught and materials needed. Vocabulary, an outline of purpose and objectives, online resources for building students’ knowledge of the topic, and step-by-step directions for preparing and implementing activities are also included. Reproducible worksheets are provided along with additional project suggestions that incorporate writing and research activities to extend the learning. From designing a transportable bridge to creating a catapult that hurls pennies to making an egg-cooking solar oven, kids are bound to learn important concepts as they build.

Edson, Marcia Talhelm. Starting with Science: Strategies for Introducing Young Children to Inquiry. (Stenhouse, 2013).
Edson, a clinical assistant professor at Boston University’s School of Education, effectively argues that inquiry-based science “should be at the center of every early childhood classroom.” More an expert in literacy than science, the author shares some best practices she discovered when challenged to design “a more robust science methods course” for early childhood majors.

The result is a well-organized, readable, and comprehensive overview on how to implement inquiry with the youngest students. Edson defines inquiry-based science; reviews teaching strategies; establishes the connections with reading, writing, and speaking; describes child-centered assessment; and discusses how to design an inquiry unit. Throughout, samples of student work and accounts from real-life classrooms and children provide clarity. Finally, early childhood teachers who have embarked upon the hard work of inquiry discuss how to succeed despite common impediments, while an appendix includes a pet study to get the ball rolling.

Fries-Gaither, Jessica & Terry Shiverdecker. Inquiring Scientists, Inquiring Readers: Using Nonfiction to Promote Science Literacy, Grades 3-5. (NSTA, 2013).
Divided into two parts, this interdisciplinary guide begins by examining the research, noting a steady decline in the time spent on science in elementary classrooms (in part due to large blocks being devoted to ELA and math instruction). The authors remind teachers that “simply reading about science” cannot replace “the actual doing of science.” The learning cycle model for science instruction—engage, explore, explain, expand, assess—is reviewed, and opportunities for authentic literacy experiences within science inquiry are considered. Part II provides 11 complete inquiry units, primarily teacher-directed, a choice made by the authors in order “to support teachers new to inquiry.” Using multigenre nonfiction text sets as an anchor, each unit (the water cycle, fossils, the Moon, etc.) includes an overview, objectives, standards alignment, time frame, a list of texts, reproducibles, and a step-by-step description of how to guide students through each phase of the learning cycle.

Froschauer, Linda & Mary L. Bigelow. Rise and Shine: A Practical Guide for the Beginning Science Teacher. (NSTA, 2012).
Written specifically for the new teacher, this compilation of enthusiastically offered advice introduces five fictional teachers of varying backgrounds—Alberto, a former high school biology teacher now assigned middle school environmental science; Heather, an elementary substitute teacher just hired as a science specialist; Jason, a recent graduate teaching middle grades and high school; Sherrie, an industrial chemist switching careers; and Tanya, another recent graduate taking on high school Earth science. The 13 clearly written chapters are full of counsel supplemented by checklists and insightful comments from actual educators. Questions posed by the novice teachers are answered by Ms. Mentor (see the NSTA blog for more by Ms. Mentor), covering everything-a-new-teacher-needs-to-know from navigating the school environment and managing the first week of school to creating a learning environment and teaching strategies. Online resources for each chapter are available.

Hanuscin, Deborah & Meredith Park Rogers, eds. Perspectives: Research & Tips to Support Science Education, K-6. (NSTA, 2013).
In this compilation of past “Perspectives” columns from NSTA’s Science & Children journal, readers will find 27 articles grouped under six topics: “General Teaching Goals,” “Strategies to Facilitate Learning in Science,” “Teaching Science and Other Disciplines Together,” “Student Thinking and Misconceptions,” “Society and Science Learning,” and “Developing as a Teacher.” Each article-length chapter presents a teacher-posed question about an aspect of science instruction that’s answered by experienced educators with an eye to current research and suggestions for practical application in the classroom. There’s a lot of advice packed into this slim volume regarding important teaching issues, such as the effective use of children’s literature, understanding the learning cycle, the use of inquiry, how to support English Language Learners, the value of project-based learning, and the art of asking questions. In addition, the editors offer a few suggestions for using the articles in professional development workshops.

Martinez, Sylvia Libow & Gary Stager. Invent to Learn: Making, Tinkering, and Engineering in the Classroom. (Constructing Modern Knowledge Press, 2013).
For anyone interested in learning more about the maker movement in education, this is an excellent starting point. Innovative educators, Stager, Executive Director of The Constructivist Consortium, and Martinez, President of Generation YES, urge teachers to look far beyond test prep and getting the answer right to offer students project-based learning that turns classrooms into settings where teachers talk less and children do more, makerspaces that value “making, tinkering, collaborative learning, and invention.” They start with a brief history of the maker movement, highlighting the work of Seymour Papert, a very early proponent of creative computer use by children, and continue with an in-depth look at how to get started. Ideas range from the “constructionism” learning theory to designing a good project to new fabrication tools (3D printers, Raspberry Pi, Arduino, Makey Makey, etc.) to creating the learning environment and advocating for makerspaces in schools. A companion website provides links to the resources listed in the book—professional development, tutorials, project ideas, books, videos, creative materials, and much more.

DAVIS, Kaylee N. The Barnes & Noble Guide to Children’s Books. 312p. chron. index. reprods. Sterling. 2013. Tr $9.99. ISBN 978-1-4351-4528-3.

Davis surveys more than 1000 titles and includes a detailed review, a photo of the full-color book jacket, the original date of publication, the publisher, and any award information. The categories are broad and filled with old and new classics, series titles, innovative format books, nonfiction and reference, poetry, and other topics. Categories are organized by age, subject, or reading level and are alphabetical by author. There are bonus pages with essays from famous authors and illustrators writing about their craft and their childhood, giving insight into how they became who they are today. A chronological list of Caldecott, Newbery, and Coretta Scott King Award winners and a combined author and title index round out the volume. It would make a spectacular gift for any parent of a young child. It can be their guide to choosing the right book at the right time–sort of like having their very own librarian by their side. A solid choice for parenting shelves.–Renee McGrath, Nassau Library System, Uniondale, NY

POE, Elizabeth A. From Children’s Literature to Readers Theatre. 208p. appendix. bibliog. ebook available. index. reprods. ALA. 2013. pap. $45. ISBN 978-0-8389-1049-8. ebook available. LC 2012027258.

This book differs from other good books on the topic, such as Aaron Shepard’s Stories on Stage (Shepard, 2005), in that Poe employs a completely reader-centric approach. Not only do students read and direct the scripts, but they also choose the stories and write them. As one can deduce, this provides extra reading time to find that perfect story, and even more time to collaborate in writing and presenting an entertaining performance. To make the process clearer, Poe also includes examples of literature adaptations to scripts with a short commentary following each one. Additionally, the book incorporates a list of 100 annotated titles that would make good readers theatre for audiences from age three to YA and appendixes that include a sample program, time line, and assignment rubric. An effective tool for developing lifelong readers.–Betty S. Evans, Missouri State University, Springfield

SÁNCHEZ GONZÁLEZ, Lisa. The Stories I Read to the Children: The Life and Writing of Pura Belpré, the Legendary Storyteller, Children’s Author and New York Public Librarian. 286p. bibliog. chron. glossary. index. notes. photos. Center for Puerto Rican Studies, CUNY. 2013. pap. $24.99. ISBN 978-1-878483-80-5; ebook $7.99. ISBN 978-1-878483-45-4. LC 2012041664.

This presentation of the library work and writing of Pura Belpré will likely be both frustrating and inspiring to librarians. Belpré’s multifaceted work in pioneering library service to Spanish-speaking children is best known today through her appealing children’s books, still widely used in library collections, and the ALA book award in her name honoring current Latino authors and illustrators of children’s books. Sánchez González begins her tribute in scholarly discourse on Belpré’s role, through her life and writing, in the Puerto Rican diaspora. The actual biographical material is fragmented with bits of general history, explanations, and suppositions. The academic analysis, followed by a small selection of photographs, leads to a welcome and substantial collection of Belpré’s own writing: reprints of the texts of four picture books and 13 stories from The Tiger and the Rabbit, and Other Tales (Houghton Harcourt, 1965) and Once in Puerto Rico (Warne, 1973). Storytellers may especially like the next section of 15 unpublished stories. Finally, and perhaps the real heart of the volume, come a dozen apparently never published manuscripts of talks and essays in which Belpré discusses Puerto Rican folklore, writing for bilingual children, and a great deal of her own experience in storytelling and library work. Here the fine, rich view of decades of library service to culturally diverse children and the history of children’s services set shining examples for today’s librarians. Some readers may never get to this section. Many might be advised to start here.–Margaret Bush, Simmons College, Boston

SNOW, Sharon & Yvonne Reed. Teens Have Style!: Fashion Programs for Young Adults at the Library. 161p. appendix. bibliog. ebook available. glossary. index. websites. Libraries Unlimited. 2013. pap. $40. ISBN 978-1-59884-892-2. LC 2012041226.

Informative and well-thought-out, this book is outstanding. Readers will be amazed by the number of ideas and the precise step-by-step instructions on how to implement them in library programming. With a little imagination and adaptation, most of them could be used with any age group. Suggestions include a prom fashion show or fair, “Manga Fashionistas,” a rotten sneaker contest, and a program about the influence of art in fashion. The authors clearly know fashion, teens, and successful programming. Their expertise shines through in the information presented, organization of the book, and “Bibliographies, Resources, and Websites” sections that conclude each chapter. This resource closes with appendixes filled with terms, quotes, trivia, tips, directions, and handouts. Each idea has an overview of the program that includes ways to adapt it depending on staff and size of venue, publicity ideas, and registration strategies. A “Before the Program” section details recommendations for where to find local contacts, and detailed lists of supplies are appended. The “Day of the Program” section includes setup, activities, suggested goodie bags, refreshments, and more.–Cindy Wall, Southington Library & Museum, CT

WEBBER, Desiree, et. al. Travel the Globe: Story Times, Activities, and Crafts for Children. 2nd ed.illus. by Sandy Shropshire. 256p. bibliog. further reading. index. notes. Libraries Unlimited. 2012. lib. ed. $45. ISBN 978-1-61069-124-6; ebook $45. ISBN 978-1-61069-125-3. LC 2012030564.

Five children’s librarians and assistants who have spent countless hours planning storytimes contributed to the multitude of ideas in this compilation of fingerplays, songs, books, and activities for kids from preschool to third grade. It is organized alphabetically by the 14 countries included. Within each section, there are separate suggestions for the youngest audiences and more sophisticated concepts for older children. Veteran storytellers and beginners alike can find ideas for flannel-board stories and games, as well as other suggestions for media such as a CD or DVD to use in programming. Attractive reproducible outlines, which can be embellished, aid in creating flannel-board patterns or simple finger puppets. This edition keeps the information from the original book, but it has been updated with more current titles in the bibliography, new media choices, and new sources for craft ideas.–Blair Christolon, Prince William Public Library System, Manassas, VA

First off, the authors clarify what they mean by a “multimodal, multigenre text set.” Simply put, it’s a group of resources—print, audio, and visual—on a particular topic or theme presented in a variety of genres. Here genre is defined as “a form of writing that serves a socially recognizable purpose”—a designation that includes everything from tweets to recipes to articles to books.

Text sets support the goals of a unit of study, can be used in elementary through high school, and are compiled, ideally, by a team of teachers and a librarian. Librarians familiar with pathfinders might recognize a connection here, but there’s an important difference. As Mary Cappiello explains, “a text set is a classroom tool for a teacher to use strategically…it is not everything but the kitchen sink (though in the gathering and sifting phases it is) but rather an expert culling to structure a specific learning experience.” Students use the skills and strategies being taught to delve into content across the curriculum that grabs their attention (and meets state and local standards), honing their proficiency and knowledge along the way. The authors know this is demanding time-consuming work, but their enthusiasm is infectious, and they lighten the load by supplying detailed how-to’s and models.

In Part II, “Text Sets in Action,” the authors demonstrate the process of putting text sets to work by sharing the collaborative efforts of teachers in two different schools. In one, they detail the enhancement of an already successful but slightly outdated social studies unit on immigration, and the second takes readers through the design of a new unit on the solar system. Each example documents the tasks of collecting resource materials, organizing the texts for instruction, and using the texts with students in classroom instruction that supports inquiry and critical thinking. Sample planning charts, graphic organizers and worksheets, activities for students, and examples of student work are all available to use as a model or jumping off point. (A Digital Resource CD with printable files is included.) Four chapters offer additional resources with sample units on the Great Depression, immigration, space, and honeybees, while a text set for a unit on trees is included in an appendix. Tree units specific to Massachusetts and New York City are also available online.

Consider this: “summer reading loss accounts for roughly 80% of the reading achievement gap between more and less economically advantaged children” and this gap, which builds over a child’s school career, can be greater than four academic years, a staggering difference especially when considering the demands of the Common Core State Standards. Given that current strategies to raise reading achievement haven’t been successful, what does work? The research-based answer is fairly simple: increase children’s access to books and other print materials, combine access with targeted reading instruction, match text complexity to a student’s reading level (in order to keep struggling readers reading independently while building skills), and provide books and magazines that tap into kids’ interests.

While much of Summer Reading concentrates on research methods and data to build a case for the value of summer reading programs, a few chapters are written by educators that have experience with school programs designed to offset the gap. One program in rural Florida puts books into the hands of children from low-income families with weekly bookmobile visits and has evolved to include more intensive one-on-one tutoring, while a school district in Michigan combines pre-summer book giveaways with “mid-summer reading reunions” and other motivational activities that have become popular throughout the community. Data demonstrating the cost effectiveness of both programs is included. Additional options are described in another chapter which notes that public libraries have “historically organized summer reading events.” Pairing the efforts of public libraries with school initiatives is one way to maximize impact.

So, if how to get and keep kids reading over the summer isn’t a mystery, why isn’t it happening more often? Part of it has to do with allocating resources effectively, especially in neighborhoods with poorly funded schools and libraries. But it also has to do with understanding the extent of the problem and finding the will to solve it. As the editors conclude, “Will we choose to address narrowing the reading achievement gap by providing kids with books to read during the summers, or will we continue to do nothing in this regard?” Librarians know how to connect kids with books, and the summer could be the most important time to get the job done.

DANZIGER-RUSSELL, Jacqueline. Girls and Their Comics: Finding a Female Voice in Comic Book Narrative.248p. bibliog. illus. index. notes. reprods. Scarecrow. 2012. Tr $60. ISBN 978-0-8108-8375-8. LC 2012014543.
This academic study resulted from the author’s research at London’s University of Roehampton and National Centre for Research in Children’s Literature. The initial chapter provides an overview of the format and then continues with a brief history of women’s literature from Victorian “Penny Dreadfuls” to early female cartoon characters such as Sheena, Wonder Woman, and Veronica. The concept of visual literacy as taught through picture books serves as a point of comparison; Danziger-Russell defines visual literacy and explains why picture books are important in developing this skill and how it relates to comic-book elements. That relationship serves as the basis for an extensive analysis of Mariko Tamaki and Jillian Tamaki’s Skim(Groundwood, 2008), Ted Naihef’s “Courtney Crumrin” series (Oni Press), and Trina Robbins and Anne Timmons’s “Go Girl” series (Dark Horse). Various types of graphic-novel narratives are defined, with examples from several picture books and comics. One chapter is devoted to the appeal of manga for female readers and includes a history of manga, American interest in Japanese comics, and the influence of manga on American comics. There is also a brief discussion of Web comics and an in-depth analysis of three graphic novels: Marjane Satrapi’s Persepolis (Pantheon, 2003), Brian Talbot’s The Tale of One Bad Rat (Dark Horse, 1994), and Vera Brosgol’s Anya’s Ghost (First Second, 2011). With the exception of manga, the author effectively uses an ample selection of images from a variety of comics to illustrate salient points. This title may serve as a supplemental resource, particularly for those who are less familiar with the comic narrative.–Barbara M. Moon, Suffolk Cooperative Library System, Bellport, NY

FASICK, Adele M. & Leslie Edmonds Holt. Managing Children’s Services in Libraries. 4th ed. 225p. bibliog. charts. diags. further reading. websites. Libraries Unlimited. 2012. pap. $50. ISBN 978-1-61069-100-0. LC 2012032470.
The fourth edition has been updated to reflect the fast-paced changes that have occurred in children’s services since the last one was published five years ago. The authors identify the challenges and changes that have occurred in each of the six different sections and include school and special libraries as well as public libraries. All of the topics one might expect to find are covered: collection development, budgeting, facilities and space planning, outreach, marketing, and intellectual freedom. But they have all been updated to include either the new developments in technology or the fiscal realities of the day. This edition expands on some topics such as strategic planning and evaluation of services and includes a new section on getting to know today’s children by describing their changing habits in information-seeking and reading. It gives a more outward view to the community, and not just managing services at the building level. The book includes lists of expanded reading at the end of each chapter. It is designed to serve as a textbook for courses in library services to children or for new librarians needing a guide to their current positions.–Renee McGrath, Nassau Library System, NY

PLUMB, Daria. Commando Classics: A Field Manual for Helping Teens Understand (and Maybe Even Enjoy) Classic Literature. 285p. bibliog. charts. further reading. index. websites. VOYA. 2012. pap. $50. ISBN 978-1-61751-008-3. LC 2012935468.
Plumb asserts that many students hate reading the classics because they view them as irrelevant and inaccessible. Despite this roadblock, she has found a way to get at-risk teens to enjoy literature. Using the “commando” approach involves getting students hooked on the plot. This strategy allows her to get them interested in the story without immediately getting bogged down in teaching literary elements. Once she has them interested, she is then more successful at teaching the required elements. She makes the plot accessible to students through the use of supplemental materials such as graphic novels, picture books, television programs, movies, poems, songs, folklore and legends, websites, and biographies, to name a few. She developed text sets that encompass specific titles for supplemental materials built around a central literary work or theme. These themes are multicultural, gender-inclusive, and racially diverse. She discusses in detail how the materials are integrated into her units on mythology and folklore, American literature, British literature, and Shakespeare. Each chapter includes an “arsenal” that consists of the aforementioned text sets, assignments, graphic organizers, worksheets, guiding questions, writing prompts, and other materials, making this book equally useful for beginning or veteran teachers. Special attention is paid to school and public librarians in the “Commando Librarians” call-out sections, giving ideas for displays, programming, and collaboration. Similar to Sarah Herz’s From Hinton to Hamlet (Greenwood, 2005), but more extensive it its coverage.–Wendy M. Scalfaro, G. Ray Bodley High School, Fulton, NY

The focus in Lynne R. Dorfman and Rose Cappelli’s Poetry Mentor Texts: Making Reading and Writing Connections, K-8 (Stenhouse, 2012) is on using poetry within the reading and writing workshop model, and the authors begin with a convincing “top ten” list of reasons to explain why teaching with poetry mentor texts works so well to broaden students’ reading and writing skills. However, they don’t limit the art form to a particular unit or time of day; the text incorporates a wide range of practical ideas for integrating poetry throughout the school year and across the curriculum.

With specific poems, samples of student work, ideas for reading and writing connections (e.g. vocabulary building, grammar conventions, and poetic devices), and complete sample lessons, five chapters model teaching strategies related to particular types of poems, such as list poems and poems for two voices. Finally, a “Treasure Chest” supplies a list of the mentor poems that appear throughout along with additional titles, providing a useful tool for collection development for both school and classroom libraries.

Intended for use in grades 7-12, Reflect & Write: 300 Poems and Photographs to Inspire Writing (Prufrock, 2013), compiled by Elizabeth Guy and Hank Kellner, is comprised primarily of work by teachers and students. Each page features one selection with a companion black-and-white photo; these are supplemented by a correlating quotation and four keywords. An accompanying CD contains printable files for each page of the book and for each photo, supporting the easy reproduction of pages for small group or individual work.

Writing prompts or questions to spur critical thinking are included for most, but not all, poems. A list of “12 Ways to Inspire Your Students” proposes teaching suggestions, how-tos for using these (or any other) selections to motivate student participation in and enthusiasm for comparing and contrasting, exploring points of view, scaffolding individual and group writing, and appreciating poetic techniques. As an added bonus, the authors recommend “10 Websites to Help Teachers in the Classroom” where educators will find full-text poems, lesson plan ideas, and online teaching communities along with “10 Websites to Help Students Get Published” that lead to writing advice and publishing opportunities in print and online journals.

Professionals designing Poetry Lessons to Meet the Common Core State Standards (Scholastic. 2013), will want to examine Georgia Heard’s book by that title. Heard, “a founding member of the Teachers College Reading and Writing Project in New York City,” takes a close look at the expectations of the CCSS in relation to the teaching and study of poetry with grades K-5. With lesson plans built-in throughout (related reproducibles are included in an appendix), the author examines the role of poetry in specific standards while demonstrating how to make the art form come alive in the classroom.

The first chapter is chock-full of creative ideas for integrating verse into the fabric of the school day, from reading a poem aloud daily to celebrating “Poetry Fridays.” Subsequent chapters address the ways in which “to strike a balance” between the joy of reading poetry and the demands of the closer reading expected by the CCSS, and how to use the art form to build reading fluency. Additionally, there are grade-by-grade lessons on two specific anchor standards: Craft and Structure Anchor Standard 4, building word awareness, and Craft and Structure Anchor Standard 5, analyzing the structure of texts. Heard finishes up with a discussion of text complexity as it pertains to poetry and an overview of the types of poems referenced in the CCSS.

For a selection of titles on haiku to share with your students, read Joy Fleishhacker’s “Great Books for Poetry Month: Haiku for Young Readers.”

FRASER , Elizabeth. Reality Rules II: A Guide to Teen Nonfiction Reading Interests. 240p. appendix. bibliog. index. websites. Libraries Unlimited. 2012. PLB $48. ISBN 978-1-59884-790-1. LC 2012020232.
Fraser recommends nonfiction books published after 2007 that will appeal to a wide range of young adults, including reluctant and ESL readers. Sections include “Adventure,” “Memoirs and Autobiographies,” “Biography,” “Sports,” “All About You,” and “The Arts.” The chapters are clearly organized, and each featured title includes an annotation and suggested reading level. Titles that have won awards are noted. As books are selected for their quality, design, and organization, as well as for their popularity , Reality Rules II is a useful tool for collection development and programming. The “Consider Starting With…” feature points out the more accessible titles in the chapter that would be a great starting place for purchasing or for creating displays or booklists. “Fiction Read-Alikes” offers more suggested titles to expand topics. An appendix provides information about additional reference and readers’ advisory resources, review journals, and online sources. The indexes are user-friendly and allow for quick access to specific authors, titles, and subjects. As many states are adopting the Common Core Standards with its shift in focus from fiction to nonfiction, this guide will be especially valuable to librarians selecting content that will actively engage teen readers across the curriculum. –Sherry J. Mills, Hazelwood East High School, St. Louis, MO

ISAACS , Kathleen T. Picturing the World: Informational Picture Books for Children. 218p. appendix. bibliog. index. websites. ALA. 2012. pap. $50. ISBN 978-0-8389-1126-6. LC 2012010059.
Isaacs draws on her considerable experience as a teacher and librarian to produce this useful tool. She begins by clarifying the terminology, followed by a chapter outlining solid criteria for making choices. The remainder of the book consists of seven chapters with such broad titles as “The Natural World Around Us” and “Ourselves and Our World at Home and School,” with critical, informative annotations for close to 300 titles, all published within the last 10 years. An appendix provides a list of awards and Best-of-the-Year book lists mentioned in the annotations. Title, author, illustrator, and subject indexes are included. Considering the emphasis on nonfiction in the new Common Core Standards, elementary librarians wishing to flesh out their collections will find this a valuable resource. –Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ

MOREILLON , Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. 192p. bibliog. charts. illus. index. ALA. 2012. pap. $50. ISBN 978-0-8389-1088-7. LC 2011029708.
The target audience for this book is pre-service school librarians and classroom teachers, although veteran practitioners may also learn a few tricks along the way. Readers will gain a “background knowledge in literacy instruction based on research and writing in the fields of education and librarianship” with sample lessons to put into practice. The authors define various co-teaching approaches that focus on learning outcomes; therefore, emphasis is given to evaluation and assessment. They define reading-comprehension strategies: “Activating or Building on Background Knowledge,” “Using Sensory Images, “Questioning,” “Making Predictions and Drawing Inferences,” “Determining Main Ideas,” “Using Fix-up Options,” and “Synthesizing.” Each chapter provides a description of the strategy, guidance on how to teach tit, connections to literature, and a listing of tween, YA, and adult literature cited in the chapter. The lessons are based on three different levels of readers’ abilities: advancing, advanced, and challenging. Standard lesson plans are included, and are enriched with ideas for collaboration and guidance in how to proceed through the lesson. Extensive downloadable supplemental materials are available online as “web extras” and include lesson plan graphic organizers, mentor texts, rubrics, and thematic text sets, to name just a few. –Wendy M. Scalfaro, G. Ray Bodley High School, Fulton, NY

NEUBURGER , Emily K. Show Me a Story: 40 Craft Projects and Activities to Spark Children’s Storytelling. 144p. diags. illus. index. photos. Storey. 2012. pap. $16.95. ISBN 978-1-60342-988-7; Tr $26.95. ISBN 978-1-61212-148-2. LC 2012004610.
This collection invites children between the ages of 5 and 12 to create stories about their everyday lives and imaginings. Divided into four sections (“story starters,” “story evolution,” “story activities,” and “story play”), the book provides a variety of projects to make and use. Each one includes a list of materials, clear step-by-step instructions, teaching tips, and other ideas that can be adapted for younger or older children. Bright photographs feature boys and girls engaged in each activity. Story prompts painted on wooden disks and worn as necklaces; a pretend neighborhood created with wood, paper, and craft foam; a story terrarium in a glass jar; and a traveling puppet theater with tongue-depressor puppets are among the projects. A reference desk game provides information, a time-line mural promotes sequencing, and word lists inspire characters and settings. Outside activities encourage children to observe and think like storytellers, and their stories–whether written or told–come together. With binoculars and treasure maps from their adventure kits, they can experience the stories they have created. Back matter includes templates and puppet-theater backdrops. Public and school libraries will want this rich, innovative craft book in their collections. –Mary Jean Smith, formerly at Southside Elementary School, Lebanon, TN

REID , Rob. Silly Books to Read Aloud. 160p. illus. index. ALA. 2013. pap. $18.95. ISBN 978-1-937589-10-3. LC 2012021523.
This guide differs in two ways from Reid’s Read-Alouds: Selections for Children and Teens (2009) and Reid’s Read-Alouds 2: Modern Day Classics from C.S. Lewis to Lemony Snicket (2011, both ALA) as it is written more as a guide for parents than for librarians. The books are organized by format: picture books, easy readers, chapter books (fiction), poetry collections, and graphic novels and manga. Some titles date back to 1987, such as Keiko Kasa’s Wolf’s Chicken Stew , but all of them are still available. Each annotation gives a detailed description of the book and a taste of the kind of humor it employs. It also lists any companion books (which may or may not be in print). No grade or age levels are included. While this isn’t vital information when choosing a read-aloud, parents may want, or need, a bit more guidance in selecting an appropriate title. That said, when looking for something fun to read to a child or group of youngsters, this source will be used over and over again. –Renee McGrath, Nassau Library System, NY

St. STEPHEN’S COMMUNITY HOUSE . It’s Not All Black and White: Multiracial Youth Speak Out. 120p. illus. photos. Annick Press. 2012. pap. $12.95. ISBN 978-1-55451-380-2.
This collection of personal stories, poetry, artwork, and photography was created through the project Making Sense of One. Based at St. Stephen’s Community House, a social service agency in Toronto, the project brought young adults together to share their experiences and focus on issues of racial identity. Their backgrounds include African, Caribbean, European, Latino, Native American, and South American. Contributions by and interviews with adults who share their experiences and discuss raising mixed-race children are also included. The collection explores how multiracial people identify themselves and how they are perceived by others; the positive aspects of being able to embrace multiple cultures and ethnicities; as well as the racism they encounter, and the confusion, frustration, resentment, anger, and isolation they experience. Compelling graphics and fonts, some resembling handwriting, impart a visceral sense of directness and intimacy. Sidebars provide definitions of words that have been used to categorize and define race, ethnicity, and interactions among racial groups. People of mixed race will be able to identify with the stories that are shared, and will see themselves reflected in this collection. This important book will be valuable in opening up discussion about issues of racial identity. –Francesca Burgess, Brooklyn Public Library, NY

WEINER , Stephen. Faster Than a Speeding Bullet: The Rise of the Graphic Novel. 72p. further reading. illus. NBM. 2012. RTE $14.99. ISBN 978-1-56163-702-7. LC 2012947465.
A comics historian offers a short but pithy history of the industry and how it led to the format known as the graphic novel, a term first coined by Will Eisner in the late 1970s. The first third of the book analyzes the factors that influenced the evolution of comic-book content, quality, and readership from The Yellow Kid in 1895 to the first graphic novels, paying special attention to the causes and effects of the Comics Code Authority, the severely restrictive production code established in 1954. Weiner maps out the relationships among publishers, distributors, and retail outlets. This is helpful for understanding the route by which an unconventional, independent title such as Jeff Smith’s Bone finds an initial readership, appears in a number of editions, and may be picked up by a larger publishing house. A good portion of the book is dedicated to the revival of the industry in the 1980s, when creators like Frank Miller and Alan Moore reinvented traditional superheroes for a more sophisticated adult audience, and how this revival paved the way for the astonishing diversity we see today. Perhaps most valuable for librarians is Weiner’s description of not only the various types of comics and graphic novels, but also of the nature of various types of fans–readers of arty work such as Julius Knipfl, Real Estate Photographer are not likely to embrace the “Teenage Mutant Ninja Turtles.” Illustrated on every page with pertinent comics panels, this book is meant to be a durable addition to a shelf that also includes Scott McCloud’s Understanding Comics (Tundra, 1993) and David Hadju’s The Ten-Cent Plague (Farrar, 2008). Break out the reading glasses though–you can’t fit all this analysis, plus copious illustrations, into 70 pages without using a typeface that is punishingly small. –Paula Willey, Baltimore County Public Library, Towson, MD

PULLMAN, Philip. Fairy Tales from the Brothers Grimm: A New English Version. 400p. bibliog. Viking. 2012. Tr $27.95. ISBN 978-0-670-02497-1; ebook $14.99. ISBN 978-1-101-60103-7.
Fifty tales are retold in this witty, fast-paced, and entertaining collection. In fairy-tale tradition, Pullman adds his own modern phraseology and an occasional event to the “originals” when he believes it will be an improvement. The conceits of the genre are respected and adhered to but the subtle changes make the stories compelling. It is charming to think of the Brave Little Tailor as “a weapon of mass destruction.” This and a few other modernisms enliven the narratives. Pullman effectively makes use of other sources to tell the stories: an Uncle Remus conclusion for the ending of “The Cat and the Mouse Set Up House” and the epigram in “The Robber Bridegroom” from “Mr. Fox,” which is similar to Much Ado About Nothing. He attributes and incorporates the original tellers and writers as collected by the Grimms as well as authors of other variants and other folktales. Each selection is referenced by type, source, and similar tale. Mention of the psychologist Bruno Bettelheim and scholars such as Maria Tatar, Jack Zipes, and Marina Warner point to varying interpretations of the stories. The introduction conveys his purpose and presents some history of the Grimms and information about the fairy-tale conventions found in their tales. Others have presented the complete tales (Zipes) and annotated tales (Tatar) and there are countless picture-book adaptations. Pullman’s collection is noteworthy for the energetic pace of the stories and the subtle adaptations that make it accessible to modern readers. This is a collection for librarians and teachers to read aloud and to encourage listeners to imagine and retell in their own words.–Jackie Gropman, formerly at Chantilly Regional Library, VA

TATAR, Maria, ed. The Annotated Brothers Grimm: Bicentennial Edition. tr. from German by editor. 576p. bibliog. further reading. illus. notes. Norton. 2012. Tr $35. ISBN 978-0-393-08886-1.
Fifty-two tales, many well-known and loved, some unfamiliar, and nine specifically for adults, are extensively illustrated with art from the works of Arthur Rackham, Walter Crane, Wanda Gag, Leslie Brooke, and others. Each tale is accompanied by copious annotations that highlight the changes from one Grimm edition to another, views and translations of other scholars, and Tatar’s own historical or cultural analysis. The preface, expanded from one and a half pages in the 2004 edition to six pages here, is a discussion of the significance of fairy tales that, through many retellings, have a “shared cultural repertoire.” A.S. Byatt’s thought-provoking introduction is a personal homage to the genre and discusses the conceits found in the tales, the psychological need in all societies for “untrue stories,” and an appreciation of their magic and mystery. The section called “Reading the Grimms” is a look at the origin of the tales, including Asian and European variants, and the brothers’ method of collecting. A biographical section includes information about the men’s personal lives, their interest in law and politics, and their other literary pursuits. The last section is a delightful compilation of brief essays by fairy-tale fans about the usefulness, delight, and pervasiveness of the tales. Rounding out the collection are an extensive bibliographies of books and illustrations. Academic enough for the scholarly and thoroughly engaging enough for general readers, this browsable collection will enchant fairy-tale lovers everywhere.–Jackie Gropman, formerly at Chantilly Regional Library, VA

ZVIRIN, Stephanie. Read with Me: Best Books for Preschoolers. 184p. bibliog. further reading. illus. index. websites. ALA. 2012. pap. $18.95. ISBN 978-1-937589-03-5; ebook $9.99. ISBN 978-1-937589-07-3. LC 201002405.
Zvirin has selected and annotated more than 300 books for adults to enjoy with preschoolers. She made her choices by talking to librarians as they compiled their lists of “best books” as well as by using blogs and listservs. She purposely does not suggest well-known classics such as Goodnight Moon in order to draw attention to titles published in the last decade. Her organizational plan is centered around common themes, running the gamut from books about “ME” to families, friendships, and make-believe. The annotations are thoughtful, yet casual and chatty, pointing out the reasons why children would enjoy a particular title. While Jim Trelease has long been recognized for his choices in his Read-Aloud Handbook (Peter Smith Pub., 2006), he covered a much wider age range and included many chapters with information about literacy and fostering the love of reading. Update a professional collection with Zvirin’s book or hand it to new
parents as a guide to their child’s early listening and reading adventures.–Blair Christolon, Prince William Public Library System, Manassas, VA

I have (much more successfully) done this at every other juncture in my life, including the (final) family move to Maryland, three colleges, and a dozen jobs. I took what I liked about myself and refined the details. As for the not-so-likable elements, I trashed them. I knew there was a better me just waiting to be born. With our new library opening in less than two months and my transfer to the new building coming next week, once again I’m in a time of transition and I’m redefining who I am as a teen librarian, a peer, a supervisor, an advocate, and a friend.

Many of the responsibilities I have at my current library are following me to the Gum Spring Library. My biggest responsibility is that of page supervisor. I took over that role in December 2011, when the person who’d been supervising the four pages had to take an emergency leave. My own supervisor helped me ajust to my new role, though many of the job’s nuances I learned as time progressed. To help out my successor, I’ve created a document that describes the duties (official and unofficial) of a page supervisor. I also used this opportunity to reflect upon what I’ve learned. In effect, I gave myself a performance assessment. I’ve already begun working on a new document on the training and supervision of the pages who will arrive in February.

Much of what I’ve learned while supervising pages transfers neatly into my role as a teen volunteer coordinator. My goal is to teach our young volunteers about the library, encourage them to work and play there, and give them a solid opportunity that builds both their character and their resume. I know I let some of our teen volunteers fall through the cracks in my old branch’s very busy volunteer program. Instead of giving each of them the personalized attention they deserved, I let a few simply sign in, do their tasks, and then leave. Even if that was the kind of experience they’d expected, it wasn’t what they deserved. Teen volunteers should be nurtured to view the library as a “third place”: a place to keep organized, fun, and safe, and mostly importantly, to be proud of. As I train my replacement and the new Gum Spring teen volunteers, I’ll be sure to keep the number of volunteers at a manageable level. That way, my peers and I in the Teen Center can create meaningful relationships with them, and instill a sense of responsibility and of place in them.

As I sit at my desk, contemplating which documents, folders, and ARCs to get rid of and which to take to my new library, I’m doing the same thing with my role as a teen librarian. We are rarely given an opportunity to reinvent ourselves, but when we are, we owe it to ourselves and to those we work with to take a moment to reflect on ways that we can improve.

Gum Spring opening day collection

Fresh Paint charts the development of teen services at a new public library in an underserved community. Gum Spring Library will be Loudoun County’s (VA) eighth branch and will serve more than 100,000 residents. It’s one of the county’s largest public-private partnerships.

The authors start by outlining legitimate reasons why many teachers express reluctance about getting onboard, such as lack of resources, effects of poverty, and technology challenges. Nevertheless, they recommend that it’s time to put reservations aside, take a positive leap forward, and treat the standards as “gold,” packed with the potential to spark real school reform. Teacher collaboration across and within grades is a key ingredient.

Focused on literacy instruction, Pathways is divided into three main sections: “Reading Standards,” “Writing Standards,” and “Speaking/Listening and Language Standards.” Each begins with a close reading and practical analysis of the related Common Core standards, defining what is and isn’t expected of students and teachers, followed by ideas for implementation.

Collaborative study exercises for teachers are incorporated as needed. Text complexity, “the hallmark of the Common Core State Standards,” and nonfiction reading are given due attention. Readers are assured that the Fountas and Pinnell system for leveling text need not be abandoned, though other methods are cited by the CCSS. And recognizing the challenge of getting more nonfiction (which is not quite so easy to level) into the hands of young readers in a time of squeezed budgets, the authors propose solutions, from adding quality magazines to tapping digital resources. Unfortunately, there’s no mention of drawing on school library resources.

When addressing writing, the authors point out that the CCSS clearly emphasize students’ ability to write evidence-based arguments, and it’s likely that assessments being developed by PARCC and SMARTER Balanced (the authors recommend that teachers become familiar with both agencies) will test those skills. Here the path to instruction and increasing student achievement is not quite so clear-cut, and caution is advised against jumping on packaged materials that promise success. Instead, instruction should begin with evaluating students’ skills (Common-Core-Aligned Performance Assessments for grades K-8 are available at the TCRWP website).

The third piece of the ELA pie, Reading/Listening and Language, is described as clearly intended to make students “independent word solvers and writers and speakers.” Teaching grammar and vocabulary via isolated workbooks isn’t the answer; integrating and developing these skills across the curriculum, as in reading and writing, is a better approach.

Whether or not a school follows the TCRWP model, Pathways analyzes the ELA standards with clarity and makes a convincing case for tapping into the CCSS as a route to thoughtful school reform at a local level spurred by the high expectations of teachers who are committed to honing their craft.

JONES, Diana Wynne. Reflections: On the Magic of Writing. edited by Charlie Butler. 368p. bibliog. index. notes. HarperCollins/Greenwillow. 2012. Tr $24.99. ISBN 978-0-06-221989-3; ebook $9.99. ISBN 978-0-06-221990-9. LC 2012018080.
Putting her papers together in the face of her impending death, Jones chose and arranged these lectures, articles, and reviews written between 1978 and 2008 to encapsulate her beliefs about writing, writing for children, and fantasy. Ranging from literary criticism to autobiography, the 28 pieces illustrate her insight, her humor, and the mastery of her craft. She describes how magic and humor work, discusses the nature of heroes, the uses of mythology, and the value of learning Anglo-Saxon. Other selections reflect on the magic of the “Narnia” books, the nature of “Real Books,” and the orchestration of a narrative. Because this volume is a gathering of pieces written over many years, topics and episodes are repeated, like recurring melodies in a long piece of music. One of the most important themes is that humans–children and adults–need fantasy. In some ways, her entire oeuvre is a reaction to a childhood in which fantasy literature was denied, as revealed in the long essay she wrote for Something About the Author and included here. An interview with the book’s editor, Charlie Butler, and reminiscences by two of her sons wrap up the collection. Readers who have known and loved the author’s vast body of work will nod and laugh, rejoice that they can return to works like the “Chrestomanci” series, and mourn the fact that there will be no more.–Kathleen Isaacs, Children’s Literature Specialist, Pasadena, MD

LEVITOV, Deborah D., ed. Activism and the School Librarian: Tools for Advocacy and Survival. 120p. appendix. bibliog. charts. further reading. index. websites. Libraries Unlimited. 2012. pap. $45. ISBN 978-1-61069-187-1; ebook $45. ISBN 978-1-61069-188-8. LC 2012016873.
Based on research, experience, and actual implementation of award-winning programs, this book offers solid information to guide school librarians in one of their most valuable roles, that of advocate. Seven engaging and informative chapters, all written by various successful practitioners, offer solid suggestions. The first chapter identifies numerous characteristics important to promoting the library, such as focusing on the students, providing equality of services, teaching 21st-century learning skills, helping students learn in meaningful ways, etc. Chapter two emphasizes the importance of student learning, assessment, and evaluation. Remaining chapters address activism, being proactive, developing leadership, connecting, collaborating, and establishing advocates from within the faculty. Suggestions for creating an advocacy plan; ways of promoting it within the school, community, and business; acquiring legislative support; involving parents; and connecting and involving administrators, board members, and teachers are included. If they are heeded, library programs will flourish. Frequent text boxes and figures support the information. Most articles include a summary, with references and additional resource lists at the conclusion of each chapter. The appendix also includes additional tools for developing, planning, and assessing the plan. An extensive index concludes this valuable resource.–Susan Shaver, Hemingford Public Schools, NE

WEBSTER, Lawrence. Under the North Light: The Life and Work of Maud and Miska Petersham. 192p. illus. index. notes. photos. reprods. WoodstockArts. 2012. Tr $39.50. ISBN 978-09679268-6-5. LC 201293874.
This biography looks at the lives of two of the most influential illustrators of children’s books in the 20th century and will be of interest to scholars, librarians, and art students. In lively prose, Webster recounts how two artists with disparate beginnings (Miska, an impoverished Hungarian immigrant, and Maud, daughter of a minister and descendant of the Mayflower), met in a New York art institute in 1912, married, and collaborated on exquisite award-winning children’s books for more than 40 years. Comprehensive research including the artists own correspondence and letters from children; commentary from authors, reviewers, educators, and businessmen; and interviews with family members results in an endearing account of the process, dedication, and joy that went into each project. Numerous texts and illustrations are discussed at length and are accompanied by vibrant colorful reproductions. The author emphasizes the artists’ originality and significance, noting that their work presents a picture of the cultural trends of their times. Webster discusses the criticism as well as the accolades. She acknowledges that today’s critics, more sensitive to cultural stereotypes, find some of the books outdated. The 1946 Caldecott award The Rooster Crows (Macmillan) was reissued in the 1964 printing minus two pages of offensive stereotyping.–Jackie Gropman, formerly at Fairfax County Public Library System, Fairfax, VA

The report—the first in a Pew/Berkman series that’ll explore youth privacy issues—features information from interviews with focus groups that were conducted by Berkman’s Youth and Media team and a national phone survey of parents and their teens that examines the use of social networking sites.

The findings are based on a phone survey of 802 parents and their 802 teens ages 12 to 17, conducted between July 26 and September 30, 2012. Interviews were done in English and Spanish and on landline and cell phones. The research team also conducted 16 focus group interviews with roughly 120 students. The report is fully downloadable, and may also be searched online.

What is reassuring is that we know that children of all ages can think critically about the world in creative ways, particularly when they are given robust and developmentally appropriate texts as part of a well-crafted, student-centered curriculum. These specific groupings of books or multimodal digital texts are referred to as clusters, or text sets. Situating students within the context of a text cluster allows librarians and teachers to use their collections in new ways. Teachers already have tried-and-true books and can use their library to build outward—moving from highlighting a single text to using a text cluster.

Not only do clusters offer an opportunity to differentiate reading, they create a synergy within the curriculum, allowing students to consider multiple perspectives. When readers see that knowledge is not fixed, that there is no single way to represent an idea, a literary theme, a historical event, or a scientific concept, they see the role of the author in new and exciting ways. When given the opportunity to pen their own works, they can apply what they have learned about a variety of different genres and text types.

Text clusters, or text sets, offer rich opportunities in science, language arts, social studies, and the related arts such as music and art. Here are specific ways to use clusters in your library and classroom, and in your work with grade-level teams.

Clustering Concepts: Ecosystems

Text clusters can be used as a tool to teach science content standards as well as the Common Core State Standards for language arts and content literacy. Let’s say you are working with a third grade teacher who is teaching ecosystems or animal habitats. Most likely, your library has a variety of books on different ecosystems and animal habitats to support student inquiry. But to explore that topic with a tighter focus, and model the thinking across texts, the unit could launch with an exploration of how ecosystems change over time.

First, recommend that the teacher read aloud Joyce Sidman’s Song of the Water Boatman (Houghton Mifflin, 2005), illustrated by Beckie Prange. Moving from spring to winter, the book carries readers through four seasons in the life cycle of a pond. On each spread a poem, a nonfiction paragraph, and a woodcut illustration can be found.

Follow that title with the nonfiction picture storybook The Wolves are Back (Penguin, 2008) by Jean Craighead George, about the restoration of wolves in Yellowstone National Park. Students will understand what happens when one animal is removed from an ecosystem, and how that ecosystem shifts its balance when the animal returns.

Finally, the class could explore Thomas F. Yezerski’s Meadowlands (Farrar, 2011), an illustrated history of the wetlands region in northern New Jersey. In small groups, children can discuss how an entire ecosystem can suffer extensive damage and yet manage to rebuild itself over time. Each of these titles offers a different perspective and models a different text structure (poems and paragraphs; narrative; exposition) that youngsters can reference as they they compose in response to the study.

Clustering Biographies: Powerful Pairs and Triplets

Since biographies of the famous and infamous are abundant and ever increasing, it’s easy to put together “bio-clusters.” Start small with two titles that can be compared, and then build larger collections of books, and primary and secondary sources (photographs, prints, letters, newspaper articles, maps, political cartoons). Here are a couple of book clusters to get started.

Powerful Pairs: Beginning with Biographies

The CCSStandards call for us to begin comparing two texts on the same topic with students as early as kindergarten. Picture books are a good place to start because it’s easy for young readers to spot the differences in illustrated works. Using biographies about the same person is one way to show children that informational texts on the same topic are not the same.

For example, two picture books about Jane Goodall, can be used to highlight different approaches to the same information. That is, not all authors select the identical information to spotlight. Me…Jane (Little, Brown, 2011) written and illustrated by Patrick McDonnell ends with a young Jane Goodall going to sleep and dreaming of her future on the continent of Africa where she studies animals. When readers turn the page, Goodall, wakes up as an adult. The dream has been realized.

In contrast, Jeanette Winter’s The Watcher (Random, 2011), children receive a fuller story of how Goodall saved her money, traveled to Africa, and met the scientist Louis Leakey. It was Leakey who suggested that Goodall study chimpanzees in Tanzania.

Both books also provide unique kinds of visual information. Me…Jane contains actual writing and illustrations by the young Goodall, who as a girl, organized a group called The Alligator Society. The Watcher presents pictures of Goodall’s early life in small, tightly framed images. In contrast, once the woman begins working with chimpanzees, the pictures burst out of their frames and become two-page spreads. Her joy and sense of the freedom are obvious.

Terrific Triplets: A Cluster of Biographies

In books for older readers, bio-clusters raise additional questions about how history is written. The following titles bring readers face to face with contradictory information. In Amelia Lost (Random, 2011) author Candace Fleming casts doubt on Earhart’s claim that she saw her first airplane at the 1908 Iowa State Fair when she was 11 years old. According to Fleming’s research, there were no planes in Iowa at that time. She suggests that the aviatrix fabricated stories to suit an image she wanted to project.

Two other books, Amelia Earhart (Abrams, 2008), by Shelley Tanaka, and Corinne Szabo’s photobiography, Sky Pioneer (National Geographic, 1997), report that Earhart saw a plane at the fair as fact. The authors of these titles relied on Earhart’s own writings. Here is an opportunity to discuss with students that the sources authors consult can matter and that they may present conflicting information.

This cluster presents many additional opportunities to make comparisons. There are differences in text organization, visual information, theme, and more. Using these books, educators can initiate important conversations about craft and structure, the use of evidence to support ideas, and point-of-view.

Professional Sources Can Guide You

There are many ways to use text clusters or text sets in the library and in the classroom. What we have offered is a mere starting point. Professional resources are available to provide additional guidance as you begin working with clusters.

Eds. Note- two of the authors of this article have written relevant texts on the subject.

Myra Zarnowski’s History Makers (Heinemann, 2003) outlines how to compare biographies using such criteria as accuracy, style, illustration, theme, and selection and interpretation of information. A data chart is provided for gathering information and student samples show how it is done. In Making Sense of History (Scholastic, 2006) Zarnowski describes a hands-on approach for learning about multiple perspectives in history books.

For an up-to-date source on planning with clusters of nonfiction material, see Mary Ann Cappiello & Erika Thulin Dawes’s Teaching with Text Sets (Shell Education, 2012). This book describes innovative ways to incorporate nonfiction literature, as well as other genres, in the classroom while achieving CCSS and content standards. It provides both ready-to-use ideas and guidance for developing your own units of study using specific text models.

In How Children Succeed: Grit, Curiosity, and the Hidden Power of Character (Houghton Mifflin, 2012), Paul Tough challenges the generally accepted notion that academic achievement rests primarily on the types of cognitive skills measured by IQ tests. Could it be that success is, in fact, more dependent upon non-cognitive skills or character traits such as grit, self-control, zest, social intelligence, gratitude, optimism, and curiosity? And if so, what does it mean for well-intentioned but perhaps flawed educational reform designed to lift children out of poverty by focusing on improving student performance on high-stakes math and reading tests?

Tough walks readers through research that falls squarely on the side of teaching kids to persevere, especially kids whose poor economic circumstances contribute to off-the-charts levels of stress, uncertainty, and disadvantage. (Just consider this statistic: “more than seven million American children [are] growing up in a family earning less than $11,000 a year.”) Along the way, the author introduces the administrators of the affluent Riverdale Country School, an independent day school in Riverdale, NY, and the KIPP Infinity Charter School,which serves kids in West Harlem. Both are using the research Tough so effectively summarizes to encourage growth in student achievement and behavior, albeit with different approaches. Readers also meet Elizabeth Spiegel, a chess teacher whose urban, public middle-school chess team has won national acclaim, and whose teaching methods get adolescent kids to think before they act, an important lesson for success in chess and in life.

Thanks to Paul Tough’s reporting, the research presented in How Children Succeed is finding its way to administrators, teachers, and parents, and the author graciously agreed to answer some questions about his book for SLJ’s Curriculum Connections.

A fundamental question has to do with how we define success. What are the most important indicators? 

I don’t attempt to give one single definition of success in this book. I want my own child to have a happy, meaningful, fulfilling, productive life, and that’s what I want for other children as well. That inevitably involves some markers of material success, like educational attainment and income, but it also involves more nuanced indicators of success, like satisfaction and fulfillment.

The most important fact about the definition of success used by the educators and scientists that I wrote about in How Children Succeed is that it is long-term. What these researchers are finding is that short-term academic success—high scores on standardized tests—often don’t correlate with long-term academic success, like college graduation.

If we want to improve outcomes, whether for individual kids or for the whole educational system, we need to focus more on long-term success and on the skills and traits and experiences that will help more students get there.

Schools have lots of experience measuring cognitive skills—which seems fairly simple when compared to measuring character strengths, such as grit and zest. Aren’t these skills open to subjective observation and interpretation? 

Yes, that’s a big challenge for anyone hoping to create a system to help develop these skills in children. There are some reliable tests, like Angela Duckworth’s grit test and traditional psychological measures of self-regulation. But when it comes to qualities like zest and curiosity, we mostly have subjective, observational ways to measure those qualities. The KIPP schools are trying to get more scientific about it, and they’re providing rubrics to help teachers identify and cultivate these character strengths. So far, though, that’s a work in progress.

That said, I think teachers (and parents) are pretty good at knowing which kids have more or less zest and curiosity, even if their opinions are necessarily subjective. KIPP uses a “character report card” while the Riverdale approach is more subtle.

Why are they using different methods and do you expect they’ll be equally effective?

I think they’re using different methods because of their different school cultures. KIPP schools have always been pretty experimental places, where administrators are constantly trying new ideas and strategies. So it was relatively easy for KIPP’s leaders to introduce the character report card (though it still took them a few years to develop it). The Riverdale community values tradition and stability, and so it may be more difficult for them to make big changes, even when the school leadership is behind them.

It’s hard to say which school’s methods will be more effective. I tend to think that KIPP’s approach will be more likely to contribute to KIPP’s ultimate goal, which is 75 percent college-graduation rates for their middle-school students—but that’s partly because KIPP’s ultimate goal for the program is clearer at this point than Riverdale’s.

I don’t think experienced teachers will have many “aha moments” when they read about the positive impact of strong parent/child relationships in early childhood. However, the idea that character traits are malleable in adolescence should be welcome news for middle-school teachers.

I agree. I had thought before I started my reporting that I would mostly be writing about early education, and I was surprised by how many of the programs I wound up reporting on were in middle and high school. But it’s striking how often these programs—most notably OneGoal—are able to help students make profound changes in their trajectories even late in high school. I think there’s some solid support for this idea in neuroscience. The prefrontal cortex, which controls many of the mental skills that we often describe as character strengths, remains malleable later in life than almost any other part of the brain, well into adolescence and even early adulthood.

If research confirms that present efforts to raise kids out of poverty by emphasizing cognitive skills are misguided, how can schools (and parents) move in a new direction, especially when the government is spending millions of dollars on new performance assessments, promised to be up and running for the 2014-15 school year?

I think it will take both a legislative shift and a cultural shift for us to put more emphasis on non-cognitive skills or character strengths in education. The emphasis on standardized tests in Race to the Top and in many state laws gives teachers and principals and school systems incentives to focus on the narrow band of cognitive skills that those tests measure, and to ignore other skills that are at least as important for long-term success. So we need to reform those laws in order to encourage teachers to teach all the skills that kids need to succeed.

But I don’t think this is simply a matter of legislative change. While we’re waiting for those reforms, I think individual teachers and parents and school leaders can do a lot to steer their children and their classrooms toward developing the character strengths they need to succeed.

A chapter of your book follows Elizabeth Spiegel who teaches and coaches the winning chess team at IS 318, a school in Williamsburg, Brooklyn with a majority of kids from low-income families. What makes those kids champions?

More than anything, I think it’s their hard work. They are an incredibly dedicated and determined group of young people, and they work harder to achieve their goals than any other group of middle-school students I’ve encountered. I think their dedication is rooted in the teaching strategies of Elizabeth Spiegel. She has found a powerful way to help them look honestly and straightforwardly at their own mistakes and failings and to learn from those mistakes. In the process, I think not only is she teaching them valuable chess knowledge, she is also helping them develop their character strengths. It’s the combination that makes the team so successful at chess tournaments.

Throughout the book, you report on specific young people who cope despite grueling poverty and seemingly unbeatable odds. And you write about a few who are hanging on by a thread. What’s the most important lesson we can learn from kids like Monisha, Mush, Keitha, and Kewauna?

I think their examples tell us two things. The first is that the environment that kids grow up in matters a tremendous amount in their outcomes. No children in this country should have to grow up with the kind of deprivation and stress and trauma that those four kids experienced in their early years. More than anything, we need to develop a better social-support system in this country for disadvantaged children and families, one that focuses on the early years but continues through adolescence.

The second is that young people can succeed even when they do grow up in very difficult circumstances. But they can’t do it alone. They need help from a committed adult, whether that’s a family member, a teacher, a mentor, or a coach. I think about the kind of dedicated, compassionate, focused support that Keitha got from her mentor, Lanita Reed. That was what made a difference for her.

Right now we have interventions in high-poverty neighborhoods that reach some of those kids some of the time. But that’s not nearly enough; we need a much more comprehensive program to help kids growing up in deep poverty, one that gives every child the tools and support they need to succeed.

Elementary teachers often feel that it is impossible to meet all the literacy, math, science, and social studies benchmarks for which they are accountable. Middle and secondary content specialists lament the lack of time they have to delve into specific moments in history, concepts in economics, or specialized topics in the sciences that can serve as a catalyst for understanding essential concepts. As a result, students sprint through the content standards, with no time to rest, breathe deeply, or examine closely.

The Common Core State Standards (CCSS) for English Language Arts and Content Literacy, on the other hand, are process-oriented. Teachers have an opportunity to choose broadly the content to examine, and can view the CCSS as a toolkit to explore topics, themes, and genres.

There are practical ways to teach for content over coverage. Primary teachers will want to integrate their teaching and create multidisciplinary curriculum units. Secondary science and social studies teachers can use the CCSS as a vehicle for exploring important topics within their required state content standards at a greater depth and model the ways in which professionals approach their disciplines, as they equip students with some of “the tools of the trade.”

Such work begins with selecting a range of materials for units of study, material beyond traditional basal readers and textbooks. If the educators in your school must use required texts, they can incorporate these resources into a larger curriculum text set. Librarians can help them find books and materials outside the same old parade of facts, and lead them to a variety of fiction and nonfiction genres when possible and appropriate. You can also assist them in locating relevant newspaper and magazine articles in digital databases, and point to museum, library, and research-based websites for examples of available primary and secondary sources. As much as possible, encourage teachers to rely upon a number of formats, so that students can read, listen to, and view texts in more than one modality.

After selecting material for content study, we need to consider approach. One misconception our students often have is that all nonfiction should be read in the same way. They are unaware that historians and scientists approach content differently. We can teach students to read as these professionals do by modeling and allowing them to try out these processes. The CCSS foster disciplinary literacy, recognizing that each field of study has its own framework for asking questions, considering evidence, and creating new content to communicate knowledge.

As educator Sam Wineburg has explained, historians rigorously question what they read. The questions they raise about historical sources are the same questions that our students should be asking. Who wrote it? Why? What do they want me to know? Historians also compare different accounts of the same events.  Do my sources agree on the facts? If not, why not? How do they differ? And finally, they ask about the unique conditions of the era they are examining and consider how these conditions influenced people’s behavior. What is distinctive about the period I am studying? What is familiar? What is unfamiliar? Encourage your students to use these frameworks referred to as sourcing, corroborating, and contextualizing.

Scientists also question rigorously. They evaluate claims being made by others to see if they come from carefully planned observations, and try to determine if inferences are justified. When our students are reading nonfiction accounts of scientists engaged in inquiry, they, too, can pose questions: What is the problem the scientists are trying to solve? Are they collaborating with others? How? Is there evidence that they are willing to reconsider previous conclusions in the face of new evidence? Are the investigative methods they are using creative and imaginative? What have they learned? What else do they want to know?

These queries will move conversations about nonfiction sources well beyond factual recall and remembering. Instead, students will begin to think about how knowledge is created and how scientists and historians continue to refine their understandings. In other words, your discussion will present science and history as subjects that are vibrant and alive.

As we introduce more nonfiction, let’s keep in mind that to engage in critical thinking, we need a robust and varied collection of material to investigate. These clusters of information sources are the foundation of critical conversations.

SWEENEY, Jennifer. Literacy: A Way Out for At-Risk Youth. 133p. appendix. bibliog. charts. index. websites. CIP. Libraries Unlimited. 2011. pap. $40. ISBN 978-1-59884-674-4; ebook $40. ISBN 978-1-59884-675-1. LC 2011042804.
Based on the author’s research project, this book advocates for library services to young adults in detention facilities, with an emphasis on the long-term benefits and value of these services. It offers support, advice, and techniques for librarians working with these young people. Chapter one covers the history of the detention system, the various types of institutions created for housing juveniles throughout history, the establishment of juvenile court, various interventions used for dealing with troubled youth, and the eventual realization of the importance and value of developing library services for them. Although each state follows its own rules in handling juveniles, chapter two outlines the basic steps of the juvenile process in court. Chapters three and four address the essential information needs that will help with this group’s future success, and the value of literacy and readers’ advisory programs. Remaining chapters describe models based on school and public libraries, a number of programs used successfully, issues specific to this particular setting, and the important place of the library within the system. The last chapter stresses the need for providing reading opportunities, access to information, research skills, and rehabilitation through library services for those at risk. Throughout, figures, tables, sidebars, and website addresses support the text. Several appendixes include many detailed policy models; extensive resource lists covering advocacy, collection development, directories, juvenile justice, youth programs, and teen issues. A reference list and index conclude this informative title.–Susan Shaver, Hemingford Public Schools, NE

WITTER-EASLEY, Jacqueline. Happy Birthday, Dear Author! 204p. bibliog. charts. diags. illus. maps. websites. Upstart. 2012. pap. $17.95. ISBN 978-1-60213-057-9.
A collection of information and ideas developed from Witter-Easley’s classroom teaching and successful reading program at a public library, this text is for teachers and librarians who want to have author programs in the classroom or library. Twenty-seven authors spaced over nine months of the year (September-May) are highlighted according to their birthdays (more than 35 additional authors are also listed for each month), while a promotional reading log encourages children to read five books per month by a featured person. The book includes detailed activities for success with celebrations, ideas for games or activities, printable handouts, and author website links, but lacks a general index. Programming ideas for birthday celebrations (storytelling, art activities, party games that focus on the authors’ works, favors, and food) aimed at beginning readers emphasize entertaining activities that both inform and promote literacy skills. Each entry includes biographical information and celebration activities with a theme based on books by the author and a reading log. A final “Resources” area includes two bibliographies: one for games, activities, and crafts books, the other a listing of titles by each featured author (again, by birth month). While biographical material on these authors can surely be found in other places, and reading logs are easily designed, the combination of author information, bibliography, and programming ideas in a single volume makes this title a useful resource.–Mary Elam, Learning Media Services, Plano ISD, TX

MORRIS, Vanessa Irvin. The Readers’ Advisory Guide to Street Literature. 168p. appendix. bibliog. index. websites. CIP. ALA. 2012. pap. $48. ISBN 978-0-8389-1110-5. LC 2011029685.
Morris sets out to help public and school librarians gain an understanding of the content and history of street lit. In her introduction, she reiterates the need for this literature wherever there is demand, whether the collection is for teen or adult readers. She calls for librarians to be both knowledgeable about the genre and to be readers of it, and advocates for them not to judge or dismiss its fans. Morris sets the record straight that street lit is about more than drug dealers and domestic violence. It focuses primarily on African American characters and is about life and survival in inner-city, lower-income areas. She compares the genre to other early survival-story novels such as Daniel Defoe’s Moll Flanders and Charles Dickens’s A Tale of Two Cities. She suggests series titles, individual titles, both fiction and nonfiction, and lists a few Christian teen-friendly series. The book discusses the appeal, characteristics, the structure of the genre, and mentions themes and subgenres, YA recommendations, and tips for selection and readers’ advisory. In this comprehensive book, Morris provides excellent input to aid in collection development and includes a list of publishers.–Adrienne L. Strock, Maricopa County Library District, AZ

NELSON, Jennifer. Technology and Literacy: 21st Century Library Programming for Children and Teens. 144p. bibliog. diags. further reading. illus. websites. CIP. ALA. 2012. pap. $50. ISBN 978-0-8389-1108-2. LC 2011035104.
This valuable and useful guide for creating and implementing technology-based programming in public libraries is adaptable for school settings. Beginning chapters explain and present a plan for offering such programs, providing steps on how to execute them based on actual projects from 2006 to 2010 supported by grant funds. The author explains the value of this type of programming and the process involved with adoption, and covers planning, gathering support from both administration and staff, marketing, locating and training volunteers, age-group focus, managing time, etc. Projects introduced in chapter six are based on the use of the open-source software called Scratch. Within this extensive chapter and the accompanying appendix, numerous templates and tables cover commands and terminology, how to create animation step-by-step, gaming, project ideas, etc. Particulars regarding hardware and software include criteria for using a laptop, desktop, or mixed hardware; additional items such as scanners, microphones, projectors, digital cameras, etc.; and other available open-source software to supplement a Scratch workshop. Helpful screen shots aid those new to the software. The final chapter includes a useful checklist of resources and additional materials.–Susan Shaver, Hemingford Public Schools, NE

REID, Rob. What’s Black and White and Reid All Over?: Something Hilarious Happened at the Library. 175p. appendix. bibliog. index. CIP. ALA. 2012. pap. $45. ISBN 978-0-8389-1147-1; ebook $36. ISBN 978-0-8389-9404-7. LC 2011043233.
This is a companion to Reid’s Something Funny Happened at the Library (ALA, 2003). The first two parts provide 10 humorous story programs–five aimed at preschoolers and five for school-aged children (K-4). With minor tweaking, all of them can be adapted for either audience as well as for family programs. Each one provides read-aloud suggestions and movement activities. There are also great storytelling tips that include everything from how to hold the book to what props to use and how to use them to make the program as funny as possible. Reid also includes an additional list of titles that can be substituted, jokes, call-and-response chants, short storybooks, songs, and musical activities. The last part of the book is a bibliography of “The Funniest Books in Your Library.” Picture books, easy readers, graphic novels and manga, chapter books, poetry, folklore, and songbooks are included and a list of “Robbie Awards,” Reid’s picks for the funniest picture book and chapter book of the year from 2000 to 2010, rounds out this high-spirited resource.–Renee McGrath, Nassau Library System, NY

SCHEEREN, William O. The Hidden Web: A Sourcebook. 114p. bibliog. index. CIP. Libraries Unlimited. 2012. pap. $45. ISBN 978-1-59884-627-0; ebook $45. ISBN 978-1-59884-628-7. LC 2011042977.
This resource is written with the purpose of informing librarians, both public and school, of the many valuable sites that are not accessible by traditional search engines. Because quality online resources are essential for student research, knowing how to navigate the Web to access these sites ill help librarians with instructing and assisting students and patrons in the necessary search skills. The first three chapters describe what is known as the Invisible Web, explain why it performs better than standard search engines, and inform searchers when they will find value in the sites provided. In the remaining chapters, sites are categorized into sections such as art, magazine articles, business and economics, education, medicine, etc. Each site appears in boldface type followed by the URL, with a description taken from the site itself in many instances. The conclusion reiterates the need for proficient search skills in order to find these hidden resources and that, in spite of what many students believe, Google is not the only way to find information. A bibliography and extensive index conclude this straightforward, accessible guide to exemplary research.–Susan Shaver, Hemingford Public Schools, NE