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Dave's List
of
Professional Materials for
School Library Media Specialists
Jan. 97 +
(latest additions, Jan. 10, 2000)
David V. Loertscher
Introduction
In an effort to make information about professional materials for school and public librarians working with children and teens, the following list has been created. Cooperating publishers sent prospective titles and all have been listed and annotated below. The list is not by any means comprehensive, but it does cover a number of the major publishers in the focus area. The author has, for the most part, avoided lavish praise but has starred a few titles deserving special attention. The list is arranged by category and most recent titles are listed first under each category.
(Note to Authors and publishers of professional books for school library media specialists: Don't see your title here? Send review copies to: David V. Loertscher, PO Box 720400, San Jose, CA 95172-0400)
Materials can be ordered directly from publishers using the following toll-free numbers and URL addresses:
Alleyside (Highsmith): 800-558-2110
American Library Association: 800-545-2433
Cooperative Children's Book Center: fax: 608-262-4933
Educational Research Service 703-243-2100
ERIC Clearinghouse on Information & Technology: 800-464-9107
HiWillow Research & Publishing: 800-873-3043
H.W. Wilson 800-367-6770
Highsmith Press: 800-558-2110
Greenwood Press: 203-226-3571
International Reading Association: 800 Barksdale Rd, Newark, DE 19714-8139
International Society for Technology in Education: 800-336-5191
LMC Source: 800-873-3043
Library Learning Resources, Inc., Berkeley Heights, NJ 07922
Libraries Unlimited: 800-237-6124
Linworth Publishing: 800-786-5017
McFarland: 800-253-2187
Neal-Schuman: 800-584-2414
Oryx Press: 4041 North Central at Indian School Road, Phoenix, AZ 85012-3397
Rock Hill Press: 888-ROCK-HILL
Sage Publications : 805-499-0721
Scarecrow: 800-462-6420
Teacher Ideas Press (see Libraries Unlimited)
University of St. Thomas: 651-962-5372
Quick Link to Sections: (click on any section below)
Activities
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Skill Development
For Young AdultsMulticultural
Professional
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Authors
Awards
Review Sources
General BibliographiesLibrary Media Center Management
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Research
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For Principals
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Management
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Automation
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Book Exhibits
Bulletin Boards
Public Relations
Special Events and Programming
History of School Libraries
FacilitiesHandbooks
Curriculum Materials
Core Collections
General lists of the Best
Social Studies
Review SourcesActivity Ideas
Television Production
Inservice Guides
CD-ROM
1999
• Wadham, Tim. and Rachel L. Wadham. Bringing Fantasy Alive for Children and Young Adults. Worthington, OH: Linworth Publishing, 1999. With the popularity of Harry Potter, this volume helps capture the interest in fantasy as a genre mostly for the elementary school years. The authors help the reader understand the genre and then spend the rest of the book giving many ideas for working with the genre in lessons, activities and programs. Ideas are given concentrating on specific titles, authors, themes, and integration into school subject areas. Resources for keeping up with the genre are given including a section of biographies of popular authors. At the end, there is an excellent list of fantasy works by grade level. Recommended.
**• Jay, M. Ellen and Hilda L. Jay. Ready-To-Go Reading Incentive programs for Schools and Libraries. New York: Neal-Schuman, 1999. There are other methods of motivating elementary/middle school children to read other than plugging into an electronic reading software package. Jay and Jay provide full descriptions of lengthy programs to use for a class or an entire school in increasing the amount read. These programs have been tested with children and work. The programs can be coordinated by the library media specialist or other persons within the school community - even by an adept parent group. Highly recommended.
• Hurst, Carol Otis. Open Books: Literature in the Curriculum, Kindergarten Through Grade 2. Worthington, Ohio: Linworth Publishing, Inc., 1999. Hurst provides three essential ways to integrate real literature into language-arts instruction through themes, the use of a focus book and through author studies. Each section is packed with annotated resources and ideas for use in the classroom and the library. Of particular use for those using balanced reading approaches or literature-based strategies to teach reading.
• Littlejohn, Carol. Talk That Book: Booktalks to Promote Reading. Linworth, 1999. Here is a collection of short booktalks from grades 4-12 of both popular and older works. The several paragraphs are "ready to use" as booktalks, or even could be used on bookmarks of a favorite title (small print). The book begins with the author's suggestions on preparing booktalks. Several hundred books are included with a good theme index. In the main section, titles are arranged by grade level and then by author. Recommended as a source of brief talks (3-5 paragraphs) since other published booktalks are generally lengthier.
1998
• Kerby, Mona. Reading Fun: Quick and Easy Activities for the School Library Media Center. Scarecrow, 1998. A raft of reproducible bookmarks, worksheets, and certificates to use as awards for reading books by popular elementary school authors, Caldecott books, and various genres.
• David, Robin Works. Toddle On Over: Developing Infant & Toddler Literature Programs. Alleyside Press, 1998. For the home, the preschool, the public library, and the teacher dealing with this age group, here are hints for setting up a literature program and 53 thematic activities to do. Each activity provides a list of suggested books to read, some simple poems and fingerplays, and a simple craft activity to enjoy. Patterns are provided for each activity.
• Jay, M. Ellen and Hilda L. Jay. 250+ activities and Ideas for Developing Literacy Skills. (New York: Neal-Schuman Publishers, 1998). Designed for parents and teachers of preschoolers, the Jays team up to provide simple, yet effective activities to prepare young children for school. Their definition of literacy is beyond just learning to read. Activities are presented in the following areas: listening, reading readiness, beginning reading, beginning writing, visual, math, science, geography, economics, computers, and computer programs. Recommended for caregivers and teachers of the young.
• Totten, Kathryn. Storytime Crafts. Alleyside Press, 1998. Created for children ages 2-6, the preschool teacher, and public librarian will find 56 storytime themes, each with suggested books to read, simple poems and fingerplays, and a simple craft activity to enjoy. Patterns are provided for each activity.
• Dingwall, Cindy. Storybook Birthday Parties. Alleyside Press, 1998. Publisher's blurb: "Highlight your reading program by celebrating the birthday of one or more of 30 popular children's storybook characters. Kis will be thrilled to come to a party for Mother Goose, Corduroy, Nate the Great, Max Malone, Amber Brown, Amanda Pig and many more. Each ready-to-use program in this treasure chest is a complete package of stories, songs, educational games, simple craft projects, enrichment activities, costume ideas, even easy snack suggestions. Ten programs are designed for children age three to kindergarten, ten more for children in grades K-2, and ten for kids in grades 3-5. There are additional chapters on keeping order, involving parents, publicity, colorful room decorations, alternatives if time is limited, and suggestions on serving children with special needs. Information on supplies and program presentation time are listed for each event. Reproducibles such as name tags and project patterns are included, as well as annotated reading lists." - The author has 20 years of experience as a children's librarian.
• Marsh, Valerie. Puppet Tales. Alleyside Press, 1998. The storyteller involves the children in 20 different (some familiar) tales to make puppets or props using food items or simple crafts. For Preschool through early grades.
• Lee, Carol K. and Janet Langford. Storytime Companion: Learning Games & Activities for Schools & Libraries. Alleyside Press, 1998. Zillions of ideas to use with early elementary school combing books and simple craft ideas or games complete with patterns and directions. Ideas are grouped in 12 themes such as bears, fish, farm animals, and weather.
1997
• Cerullo, Mary M. Reading the Environment: Children's Literature in the Science Classroom. Heinemann, 1997. Earth science, weather, seasons, water, and ocean topics are explored in bibliographic essays with ideas for weaving literature into teaching science concepts in an activities approach. For upper elementary.
• Freeman, Judy. Hi Ho Librario!: Songs, Chants, and Stories to Keep Kids Humming. Rock Hill Press, 1997. Nineteen different original songs and accompanying lessons to introduce a variety of literature to younger children in the library are provided in print and CD format. Complete descriptions of activities and song words can be used with the CD for singing along.
• Marsh, Valerie. A Treasury of Trickster Tales. Alleyside Press, 1997. Telling stories while paper-cutting, using mystery-folds, sign language, story puzzles, and storyknifing bring trickster tales alive with an active response. Contains simple directions and patterns.
• Perry, Phyllis J. Reading Activities and Resources That Work. Highsmith, Press, 1997. Quick ideas (including directions) with substantial bibliographies provide a fountain of techniques to encourage and extend reading. Areas covered include storytelling and puppetry, arts and crafts, creative dramatics, poetry, folk tales/fables/myths/legends, music and movement, holidays around the world, doing research and writing reports, and indoor educational games.
• Jones, Taffy. Old Barn Puppet Plays: Seven Plans for 10-Minute Puppetry Experiences for Children 5-8. McFarland, 1997. Plans for constructing a stage and props are followed by a variety of easy-to-produce plays.
• Casey, Jean M. Early Literacy: The Empowerment of Technology. Libraries Unlimited, 1997. Can computers help young children learn to read? Various types of software and systems are summarized including scenarios of actual work with children. Supporting research of the systems is summarized.
• Fountas, Irene C. and Gay Su Pinnell. The Essentials of Guided Reading. Audio Tape. Heinemann, 1997. (also available as in print form) Listen to two reading experts discuss their tested methods for helping every child learn to read in grades K-3. Heinemann's best selling work about the reading process. The book contains an extensive list of leveled reading books K-4.
**• Pinnell,Ga Su and Irene C. Fountas. Help America Read: Coordinator's Guide; Help America Read: A Handbook for Volunteers. Heinemann, 1997. The major presidential initiative to provide thousands of volunteers who will help children learn to read requires expert organization and training. This manual and guide for the volunteer provides sensible guidance, suggested activities, and bibliographies of useful materials. An essential work for libraries and schools having a volunteer program.
1999
• Ammon, Bette D. and Gale W. Sherman. More Rep-Roaring Reads for Reluctant Teen Readers. Libraries Unlimited, 1999. The authors present ideas for over 50 YA titles designed to reach the reluctant reader. For each book, the authors give the theme, reading level, interest level, reviews of the book, author information, a plot summary, how to introduce the book, suggested book talk ideas, ideas for student activities, and reproducible book marks. Titles include: Catherine Called Birdy, Kokopelli's Flute, No Turning Back, The Night the Heads Came, and other titles.
• Hurst, Carol Otis and Rebecca Otis. Using Literature in the Middle School Curriculum. Linworth Publishing, 1999. Two types of language arts units of instruction are developed in this volume for the middle school. The first section contains themes and topics such as slavery, going West, Native Americans, and the Holocaust. For each theme, a curricular unit is developed with suggested activities and good literature to have students read. The second section presents units of instruction based around individual book titles such as Watership Down, Nothing but the Truth, After the First Death, Catherine Called Birdy, and The Giver.
1998
• Kan, Katharine L. Sizzling Summer Reading Programs for Young Adults. Katherine L. Kan for the Young Adult Library Services Association. American Library Association, 1998. This brief booklet is packed with summer reading programs for YAs from public libraries across the country. Activities are described and sample promotional materials are given. Worth the price for these hard-to-find ideas.
1997
**• Simpson, Martha Seif. Reading Programs for Young Adults: Complete Plans for 50 Theme-Related Units for Public, Middle School and High School Libraries. McFarland, 1997. The dearth of ideas for reading-based activities with teens is treated with a multitude of programming ideas. An idea nugget is followed by a recommended bibliography of theme-related materials.
1999
**• Wadham, Tim. Programming with Latino Children's Materials. New York: Neal-Schuman, 1999. If you work with Latino children in school or public libraries, this is an essential guide! It begins by introducing the diversity within the Latino culture and the literature of Spain, Central and South America for children. Next is a section covering the folk literature of the various cultures including theater and music. The next section covers numerous programs for the school or public library to involve students in the literature and the final section is an extensive guide to resources available. It helps to already know Spanish to use the guide, but there is a section for the English speaker who wants to learn some Spanish. Many of the activities can be done in either language.
1998
• Spagnoli, Cathy. A Treasury of Asian Stories & Activities for Schools and Libraries. Alleyside Press, 1998. Twenty stories from a variety of Asian countries are provided in a read-aloud style or fairly easy reading for grades 3 up. Countries include Japan, Burma, Cambodia, Bangladesh, India, Laos, Philippines, Thailand, Nepal, Korea, Indonesia, Vietnam, Hmong, Sri Lanka, Pakistan, China, Malaysia, Korea, Indian, and Japan. Each story is followed by an activity page for investigating the country further including an integrated library/information skill. A class doing research on Asia might use these stories as guides for group projects followed by some sort of Asia festival of sharing.
• Tomlinson, Carl M., ed. Children's Books from Other Countries. Scarecrow, 1998. Sponsored by the United States Board on Books for Young People, Tomlinson provides an overview of children's literature from a wide variety of foreign countries available in English. The last half of the book is an annotated bibliography of poetry, picture books, transitional books, realistic fiction, historical fiction, fantasy, informational books, biography, and anthologies both recent and and retrospective but usually available from major publishing and distribution sources.
1997
**• Day, Frances Ann. Latina and Latino Voices in Literature for Children and Teenagers. Heinemann, 1997. At last, a treasury of biographical information, works, suggestions for use, resources, sources, bibliographies, and holidays connected with the Latina culture. Includes extensive information on 23 authors including Sandra Cisneros and Gary Soto, but also Alma Flor Ada, Lulu Delacre, Alberto Blanco, Pat Mora, and others. Fifteen other shorter biobibliographies are included.
• Manna, Anthony L. and Carolyn S. Brodie. Art and Story: The Role of Illustration in Multicultural Literature for Youth: The Virginia Hamilton Conference, Kent State University. Highsmith Press, 1997. A collection of speeches given over the conference years emphasizing the artist of multicultural children's materials.
**• Schon, Isabel. The Best of the Latino Heritage: A Guide to the Best Juvenile Books about Latino People and Cultures. Scarecrow, 1997. Contains the best titles (each annotated with suggested grade levels) from previous Schon publications listed by country and then alphabetically by author. All books are in English and published between 1950-1996. Countries include Central and South America, Spain, and the U.S.
1999
**• Dresang, Eliza T. Radical Change: Books for Youth in a Digital Age. H. W. Wilson, 1999. Examines the emerging change of books for young people in an age where there is so much competition from other media. Changes in form, format, size, illustrations, format, themes, interactivity, and a whole host other developments affecting how libraries select and judge their collections of children's literature. A major reanalysis.
• Lukens, Rebecca J. A Critical Handbook of Children's Literature. 6th ed. Longman, 1999. A college text designed to study children's literature through genre characteristics and analysis. Specific titles of literature are cited as they relate to the literary element being discussed. Elements include character, plot, theme, setting, point of view, style, tone, and rhythm.
1998
• Denman-West, Margaret W. Children's Literature: A guide to Information Sources. Libraries Unlimited, 1998. This guide to the literature lists and annotates hundreds of sources in a wide variety of topical areas such as award-winning books, book lists, multicultural literature, subject bibliographies, reference books, biographies, core periodicals, nonprint media, special collections of children's literature, professional associations, and Internet web sites. The list covers sources in the 1980s and 1990s up to about 1997. Therein lies the problem with many works being of more historical than current interest. Here is a work better suited to a subscription web site on the Internet so that lists are kept up to date. For librarians needing coverage both retrospective and current, this is a good checklist.
• Anderson, Vicki. Sequels in Children's Literature: An Annotated Bibliography of Books in Succession, K-6. McFarland, 1998. Over 7500 children's books for grades K-6 that are part of a series are annotated and arranged by author in this reference source. A title index provides easy access to familiar titles. Valuable to "fill in the holes" for favorites.
• Gillespie, John T. and Ralph J. Folcarelli. Guides to Collection Development for Children and Young Adults. Libraries Unlimited, 1998. These authors are well-known for their annotated bibliographies of bibliographical resources. This guide to the bibliographies, most from 1990-97 cover a wide range of topical bibliographies for both elementary and secondary schools. The teen bibliographies are particularly welcome since not many bibliographies cover this age group. The problem of outdated bibliographies and the in-print problem is demonstrated here, but many of the lists are updated on a regular basis and so their existence should be known to the librarian. For those needing both recent and retrospective coverage.
• Chelton, Mary K. and Dorothy M. Broderick, eds. VOYA Reader 2. Scarecrow, 1998. A reproduction of selected articles from the magazine oriented to issues for serving children and young adults in public and school libraries.
1997
• Miyake, Okiko, ed. Children's Rights in the Multimedia Age: Proceedings of the Fourth Pacific Rim Conference on Children's Literature. Scarecrow, 1997. Numerous papers by experts in children's literature in Pacific Rim countries and invited guests. Valuable to learn of issues in children's literature in the Asian arena.
**• West, Mark I. Everyone's Guide to Children's Literature. Highsmith Press, 1997. For the beginner or advanced novice, this guide to the world of children's literature covers key reference works, journals, organizations, the Internet, a directory of excellent collections, major awards, and books about children's literature. A good introduction and review about keeping up in the field.• Sutherland, Zena. Children and Books. Ninth ed. Longman, 1997. A highly illustrated (in color) and expensive textbook for children's literature courses. Great for background reading on genres, authors, historical development, and use of children's literature with children.
• Russell. David. Literature for Children: A Short Introduction. 3rd ed. Longman, 12997. Designed as a textbook for children's literature classes, this shorter volume introduces readers to a wide variety of titles as each genre is discussed. Activities using children's literature are also described.
• West, Mark. Trust Your Children: Voices Against Censorship in Children's Literature. 2nd ed. Neal-Schuman, 1997. Prominent children's authors discuss their experiences with censorship related to their own works. Authors include Katherine Paterson, Phyllis Reynolds Naylor, Gail E. Haley, Meredith Tax, David Bradley, Judy Blume, Norma Klein, Robert Cormier, and Betty Miles among others.
1999
• McElmeel, Sharron L. 100 Most Popular Children's Authors: Biographical Sketches and Bibliographies. Libraries Unlimited, 1999. Here is a quality source of information about authors in a concise format an an affordable prices compared to the major printed biographical sources. In 4-8 pages, there is a picture of the author, biographical sketch, a list of the most popular titles written by the author - some with notes, and a list of other biographical sources from articles, books, or video biographies. Biographies are written in an easy-flowing style and are appropriate for upper elementary children on up. The first fifteen authors presented include: David Adler, Lloyd Alexander, Avi, James Barrie, Patricia Beatty, John Bellairs, Judy Blume, Michael Bond, Bill Brittain, Eve Bunting, Betsy Byars, Lewis Carroll, Matt Christopher, John Ciardi, Beverly Cleary.....
• Ehrlich, Amy, ed. When I Was Your Age: Original Stories About Growing Up, Vol. 2. Candlewick Press, 1999. Popular children and YA novelists write interesting stories about their early years. Included are: Norma Fox Mazer, Rita Williams-Garcia, Paul Fleishman, Jane Yolen, E.L. Konigsburg, Howard Norman, Michael J. Rosen, Kyoko Mori, Karen Hesse, and Joseph Bruchac.
• St. James Guide to Young Adult Writers. 2nd edition. Edited by Tom Pendergast and Sara Pendergast. St. James Press, 1999. A 1041 large-page, one-volume guide to international authors for young adults. Almost 500 authors are included, most from the U.S., Canada, Great Britain, and Australia. Each author entry contains some biographical information and a list of works including any media adaptations. This is followed by critical comments about the author's works. Each entry is signed by the person who did the original research. For libraries that can afford this $170 work, this is an indispensable guide.
1998
• Wyatt, Flora R., Margaret Coggins, and Jane Hunter Imber. Popular Nonfiction Authors for Children: A Biographical and Thematic Guide. Libraries Unlimited, 1998. Introducing young people to nonfiction authors is more and more critical as the need to read nonfiction much earlier is emphasized. Here are introductions to David A. Adler, Aliki, George Ancona, Caroline Arnold, Jim Arnosky, Brent Ashabranner, Colleen Stanley Bare, Barbara Bush, Melvin Berger, Christina Bjork, Rhonda Blumberg, Franklyn M. Branley, Ray Broekel, Vicki Cobb, Jennifer Owings Dewey, Arthur Dorros, Barbara J. Esbensen, Doris Faber, Margery Facklam, Leonard Everett Fisher, Dennis Fradin, Jean Fritz, Robert Gardner, and Jean Craighead George just to name the first part of the alphabet covered. Each sketch contains a one or two-page biographical sketch, a message from the author to students, and a selected annotated bibliography of their works. Recommended for a quick biographical source to authors for young people.
1998
**• Berman, Matt and Marigny J. Dupuy. Children's Book Awards Annual, 1998. Libraries Unlimited, 1998. The authors annotate books from the following lists: ALA Notable Children's Books, Booklist Editors' Choice, Bulletin of the Center for Children's Books Blue Ribbons, Horn Book Fanfare, New York Times Best Illustrated Books, New York Times Notable Children's Books, Publishers Weekly Best Children's Books, and SLJ Best Books, plus irresistible books of the author's choice. Each book is annotated for content and use, and many contain a thumbnail cover illustration. This is an excellent selection tool that includes not only young children and elementary age, but teenage books of note. This is the first of an anticipated annual collection.
1999
**• Cooperative Children's Book Center. CCBC Choices 1998. School of Education, University of Wisconsin-Madison, 1999. An excellent annual listing of children and some YA titles. All titles are annotated and special emphasis is given to multicultural titles. The analysis of the state of multicultural literature publishing is excellent.
1998
**• NEW MAGAZINE: Riverbank Review of Books for Young Readers. Published by the University of St. Thomas. 1998-, $20/yr. Quarterly. This new magazine has several feature articles and reviews books for children both fiction and nonfiction.
1998
• Anderson, Vicki. Sequels in Children's Literature: An Annotated Bibliography of Books in Succession or with Shared Themes and Characters, K-6. McFarland, 1998. How do you know if you have everything in various series popular with kids? This book contains over 7,500 books arranged by author. An index to titles is appended. There is no series title index so it has limited value in tracing an actual series through its various authors and time periods. Coverage is from the 70s through the 90s.
1999
•**Rankin, Virginia. The Thoughtful Researcher: Teaching the Research Process to Middle School Students. .Libraries Unlimited, 1999. Rankin "get's the picture." She covers all the major topics of information literacy as she discusses what and how to teach young people. The chapter titles are indicative of the shift in content from past library skills lessons: (1) Teaching Researchin a middle School, (2) Becoming a Reflective Practitioner, (3) Performing a Presearch, (4) Generating Questions, (5) Planning: It's Really Great to Metacogitate, (6) Managing Time, (7) Searching for Information, (8) Evaluating Sources: Thinking Critically, (9) Notetaking: No More Copying, (10) Reading for Information: Making Meaning, (11) Thinking Skills: Constructing Knowledge, (12) Information in Visual Formats, (13) Creating a Quality Product, (14) Assessing Process and Product. Rankin discusses each of these topics giving practical suggestions for working with the early teen. Some forms and lessons are outlined. Recommended.
**Cawelti, Gordon, ed. Handbook of Research on Improving Student Achievement. 2nd ed. Educational Research Service, 1999. For a quick and readable overview of research studies summarizing factors affecting academic achievement, this volume is without peer. The book is divided into various sections matching the disciplines taught in school such as generic practices, the arts, foreign language, Health education, language arts, oral communication, mathematics, physical education, science, and social studies. Under each of thes main categories, various topics are summarized. For example, under social studies, research is reviewed concerning thoughtful classrooms, jurisprudential teaching, appropriate classroom environment, teahcing critical thinking, support ofr concept development, effective questioning, cognitive prjudice reduction, computer technology, student participation in the community, and constructivist teaching. Obviously, various topics connected to information literacy are covered. The volume is extremely valuable in looking at each of the various disciplines to search for common ground between that discipline and information literacy. Highly recommended.
• Andronik, Catherine M., Compiler. Information Literacy Skills Grades 7-12. 3rd ed. Linworth, 1999. Gathered from Linworth periodicals, Anronik has assembled scores of reprinted articles all dealing with information literacy. The articles are grouped into eleven categories including: What Is Information Literacy?, Orientation and Using Traditional Resources, Research Methods and Models, Computer Skills, Using the Internet for Research, Multimedia Presentation Programs, Collaboration, Reading and Literature Appreciation, Training students and Teachers, and Assessing Information Literacy Skills. The collection is certainly a reflection of several years of new understandings by professionals of the role information literacy should play in the curriculum - and while you may already own all the articles in the full run of Linworth periodicals, here is an one-stop place for core ideas.
• Reeves, Wayne. Learner-Centered design: A Cognitive View of Managing Complexity in Product, Information, and Environmental Design. Sage Publications, 1999. For an instructive read in the world of cognitive psychology, this book treats a number of concepts needed by school librarians as they begin to think about delivering information literacy. Reeves looks at the nature of complexity of ideas and concepts and how the learner can progress from novice to expert. Guaranteed to make you think.
• Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction: Applying Research to Practice in the School Library Media Center. Englewood, Colo.: Libraries Unlimited, 1999. Thomas examines a wide variety of models in the field of library and information science to set the stage for a change in the way we teach information literacy. This book is recommended for the person needing a background in the various models currently popular in the field from Kuhlthau, Eisenberg, and other theorists such as Howard Gardner.
• Sprenger, Marilee. Learning & Memory: The Brain in Action. Alexandria, Vir.: ASCD, 1999. Sprenger provides a nontechnical introduction to what we have recently learned about the brain and how it learns. She then applies this to the construction of learning experiences for young people. Marginal notes give the reader a quick way to get through the text for ideas and concepts of interest.
** • McKenzie, Jamie. How Teachers Learn Technology Best. Bellingham, Wash.: FNO Press, 1999. This book is a collection of Jamie's articles that have appeared and are still archived on his web periodical: From Now On. McKenzie's writing is of interest to teachers, administrators, and library media specialists.
• Reeves, Wayne. Learner-Centered Design: A Cognitive View of Managing Complexity in Product, Information, and Environmental Design. Thousand Oaks, Calif.: Sage Publications, 1999. The author, a cognitive psychologist provides an in-depth treatment of learning and cognitive psychology theory as an undergirding of the design of learning experiences for young people. A must read for those interested in theory.
**• Loertscher, David V. and Blanche Woolls. Information Literacy: A Review of the Research for Researchers and Practitioners. Hi Willow Research & Publishing, 1999. A major review of the research for school librarians concerning what the research says about information literacy and how to incorporate these findings into practice. Research from various curricular fields and educational psychology are included. Contains summaries, models, issues, resources, historical developments. The most comprehensive review to date.
1998
**• Breivik, Patricia Senn. Student Learning in the Information Age. Oryx Press, 1998. Designed for information literacy at the college level, this volume is an excellent introduction to the topic by one of its most ardent supporters and promoters in the nation. Pat Breivik is the Dean of University Libraries at Wayne State University.
**• Spitzer, Kathleen L., Michael B. Eisenberg and Carrie A. Lowe. Information Literacy: Essential Skills for the Information Age. ERIC Clearinghouse on Information & Technology, 1998. A collection of documents, examples, and ideas about information literacy for the school and academic librarian. Contains the history, research, K-12 documents and examples, samples from schools using the Big Six model, Info lit. in higher education, technology and info. lit., and a look into the future.
1997
• Callison, Daniel, Joy McGregor, and Ruth Small. Instructional Interventions for Information Use: Papers of the 6th Treasure Mountain Research Retreat, Troutdale, Oregon, March 31-April 1, 1997. Hi Willow Research and Publishing (dist. by LMC Source), 1998. Major papers by both researchers and practitioners in the field review what is currently known about information literacy in the field and how the research should be and is reflected in practice.
**• California School Library Association. From Library Skills to Information Literacy: A Handbooks for the 21st Century. 2nd ed. Hi Willow Research and Publishing (dist. LMC Source), 1997. Directed at the library media specialist who wants to learn new directions in creating and delivering a program of information literacy far beyond traditional locational skills. Discussions, models, scenarios, sample lesson plans, and bibliographies provide solid guidance to a new emphasis in the field.
1999
• Allen, Christine and Mary Alice Anderson, eds. Skills for Life: Information Literacy for Grades 7-12. 2nd ed. Linworth, 1999. A collection of articles from Linworth publications that reflect progress over time from library skills toward the direction of information literacy. Many articles describe successful units of instruction complete with forms and a description of activities. These have appeared in the magazines, but are handy to have in a single place.
• Allen, Christine, ed. Skills for Life: Informaiton Literacy for Grades K-6. 2ned ed. Linworth, 1999. Similar to the volume above, thiese magazine reprints provide many usuable units with information literacy components for the elemeary folks.
• Small, Ruth V and Marilyn P. Arnone. WWW Motivation Mining: Finding treasures for Teaching Evaluation Skills Grades 7-12. Linworth Publishing, 1999. Small and Arnone have developed a technique for students as individuals and as a class can evaluate and rate the qualitity of a web site based on how engaging that site is in helping the student want to learn. The book is presented as an inservice training module for teachers to help them use the evaluation techniuqe with their students. The entire workshop directions, materials, and procedures are presented so that the leader of the workshop has to spend a minimum of time in preparation. Whether used in its entirety, the concept of having students rate web sites on occasion to help them be more crtical users of information is a good one. After seeing the author's materials, the technique could be easily modified for local situations. A technique worth knowing about.
• Arnone, Marilyn P. and Ruth V. Small. WWW Motivation Mining: Finding Treasures for Teaching Evaluation Skills, Grades 1-6. Linworth, 1999. Here is the elementary version of the web-evaluation workshop for elementary grades. In this version, students use a system of smiley face/frowny face ratings to evaluate various aspects of web site quality and engagement. The same workshop format as the previous title exists in this book.
• Toor, Ruth and Hilda K. Weisburg. Puzzles, Patterns & Problem Solving: Creative Connections to Critical Thinking. Library Learning Resources, Inc., 1999. Here are a collection of work sheets designed to introduce the children of an elementary school with library skills. Most require the discovery of factual knowledge and some are centered around themes. Users should use the creativity of the authors to re-design activities that are linked to instructional units being taught in classrooms.
**• Langhorne, Mary Jo, ed. Developing an Information Literacy Program K-12. Developed by The Iowa City Community School District. New York: Neal Schuman, 1999. Developed by an entire school district including librarians, teachers, administrators and parents, this comprehensive manual for teaching information literacy should be a first purchase. Using a five-stage information literacy model, the entire research process is covered both with ideas, strategies, forms to use, and sample units of instruction. An accompanying CD-ROM disk contains reproducible materials to copy and tailor to local situations. If you are converting over to an information literacy program. start here!
**• Eisenberg, Michael B. and Robert E. Berkowitz with Barbara A. Jansen and Tami J. Little. Teaching Information & Technology Skills: The Big 6 in Elementary Schools. Worthington, OH: Linworth Publishing, Inc., 1999. The authors have created a manual for teaching the Big 6 to children giving brief discussions of what to teach, strategies, and sample lesson plans. The book begins with an overview of information literacy and what it means in the elementary library media program followed by a chapter on each of the six research steps. This manual is a must for elementary school librarians trying to transform their teaching from library skills to information literacy.
• Eisenberg, Michael B. and Robert E. Berkowitz. The New Improved Big 6 Workshop Handbook. Worthington, Ohio: Linworth Publishing, Inc., 1999. The authors have collected here a number of forms, ideas, and checklists that have been published previously and which are part of workshops given on the Big 6 method of teaching information literacy. It is valuable as an idea source for teaching and for use in professional development in information literacy.
• Toor, Ruth and Hilda K. Weisburg. Puzzles, Patterns and Problem Solving. Berkeley Heights, NJ: Library Learning Resources, 1999. For library media specialists who are looking for reproducible activities, the Toor/Weisburg collection provides a wide variety of simple, fact-based quests for library skills instructions. Numerous puzzles mix topical areas and some cover common themes such as holidays, general science, and children's literature. Library media specialists using this book should ask - "What will a student know after doing the puzzle activity?" If integration into teacher's units is the objective, then the puzzle ideas need to be adapted both for the type of information collected and also how that information will be used. In the last chapter, there is guidance for the creation of various types of puzzles for those who want to create their own.
• Iannuzzi, Patricia, Charles T. Mangrum II, and Stephen S. Strichart. Teaching Information Literacy Skills. Allyn and Bacon, 1999. This is a workbook-style publication packed with worksheets to use on a wide variety of topics dealing with the research process. The handouts can be used or adapted for upper elementary through high school. A disk with all the forms is included with five free trials. Users who find the disk valuable can purchase it separately. The major problem with the worksheets is that the quests/activities span many topics. They also tend to be lower-level fact gathering designed to introduce a concept. Librarians using this resource could easily use the idea, but adapt the questions to the topic being studied in the classroom. Given the change, this approach is defensible. Used as is, the material is not recommended.
• Houghton, Janaye M. and Robert S. Houghton. Decision Points: Boolean Logic for Computer Users and Beginning Online Searchers. Libraries Unlimited, 1999. Numerous lessons, ready to teach, are provided for junior high school students and above. The topics include decision points, if-Then, NOT, AND, NAND, OR, NOR, searching for persons, places and things. Lessons have been constructed to search interesting topics and could be used as is, but should be followed up by adding exercises coordinated with the topic students or teachers are studying at the moment of instruction.
• Van Vliet, Lucille W. Media Skills for Middle Schools: Strategies for Library Media Specialists and Teachers. 2nd ed. Libraries Unlimited, 1999. Collaborative library skills (not comprehensive information literacy skills) are outlined in this book of sample units linking into various curricular topics. Unit plans are given including tasks for both librarian and teacher. Topics range from orientation to social studies, health, language arts, and science for grades six through eight.
1998
**• Ivers, Karen S. and Ann E. Barron. Multimedia Projects in Education: Designing, Producing, and Assessing. Libraries Unlimited, 1998. When the emphasis of the research process is to have students create products in multimedia formats, the authors provide a great deal of guidance and many rubrics for leading and guiding students through the process. Their four-step process: decide, design, develop, and evaluate provide the structure through the creation of good messages delivered in a wide variety of formats from simple slide shows to the creation of Internet sites.
• Jones, Debra. Exploring the Internet Using Critical Thinking Skills. (New York: Neal-Schuman Publishers, 1998). Lessons designed by Jones for junior-high up include four major areas: how to use the Internet, how to search for information, how to locate different kinds of information , and how to evaluate and use the information. Each lesson contains simple background to present and a project with an accompanying worksheet to reproduce for the student. Since lessons go beyond just information location, they cover valuable new territory. With a little revision, the librarian can adapt the worksheets to the topic being studied by the students so that the lessons are integrated. Recommended.
• Kyker, Keith. Wading the World Wide Web: Internet Activities for Beginners. Libraries Unlimited, 1998. For the beginner, Kyker covers in simple terms 30-page explanation of the web and a 30-page guide for a teacher on how to set up Internet access in the classroom. In true down-to-earth language, Kyker who is an experienced author in the world of video and the classroom provides a straightforward start for those who would rather read that attend a workshop. The balance of the book is dedicated to worksheets divided by topical area to individual sites on the Internet. Language, science, health, the arts, and biography are a few of the sites covered. For each site, Kyker asks the student to find the site and then answer simple questions designed to introduce the site. Such worksheets could be used at the beginning of an anticipated use of a specific site for other more challenging activities.
**• Heller, Norma. Technology Connections for Grades 3-5: Research Projects and Activities. Libraries Unlimited, 1998. For library media specialists who follow the Big6 model or other research model, Heller provides nine extensive research projects using a number of mini-research investigations to pursue a larger topical probe. Each mini-research project is designed for students to use and involve some technology but also the entire resources of the LMC. The structure here is what is interesting and whether you like the units or not, the organizational technique is a very useful model to follow. Such mini-investigations are valuable when depth of knowledge is desired over a survey approach. Heller's topics include a mini-investigation about the group process itself, a multicultural project, a geography problem, time, homes around the world, art, consumerism, weather, and an astronomy unit. Highly recommended as a prototype for almost any investigation.
1997
• Druce, Arden. Library Lessons for Grades 7-9. Revised ed. Scarecrow, 1997. Traditional library skills and reference tools, stressing recall and locational skills are outlined in detail with reproducible worksheets and handouts.
• Freeman, Judy. Hi Ho Librario!: Songs, Chants, and Stories to Keep Kids Humming. Rock Hill Press, 1997. Seven songs to sing along or play and sing cover basic book handling and location skills. The book describes activities and words; the CD can be used for sing alongs or learning. For those who want a musical twist in library lessons.
**• Joyce, Marilyn Z. and Julie I. Tallman. Making the Writing and Research Connection with the I-Search Process. Neal-Schuman, 1997. The I-Search Process, a popular research process tool with English teachers and which follows an information literacy model is adapted for collaborative use here between an English teacher and a librarian. Not only is the process explained, but the forms, procedures, collaborative roles, and results are examined at every step of the way. For high school level.
• Lee, Carol K. and Fay Edwards. 57 Games to Play in the Library or Classroom. Alleyside Press (Highsmith), 1997. Traditional library skills are transformed into game format. Games include directions, sample questions, game boards, and other helps to creating games that emphasize local practices. This is an updated edition of their earlier "50 Games to Play in the Library or Classroom."
• Potts, Cheryl. Poetry Time with Dr. Seuss Rhyme. Alleyside Press (Highsmith), 1997. One/two page activities designed to teach library skills including letter recognition, sorting, verbs, creative writing, singular/plural, categorizing, etc. Activities K-5 are arranged by Seuss title that are recommended as springboards to the lesson.
• Sorrow, Barbara Head. Multimedia Activities for Students. McFarland, 1997. Sorrow provides numerous activities and simple guides for the research process in a multimedia world. Guidance to students in CD-ROM databases, analysis of electronic information, cooperative learning in multimedia sources are given. An extensive annotated and recommended CD collection is provided with an appended source directory.
• Summers, Sue Lockwood. Media Alert!: 200 Activities to Create Media-Savvy Kids. Hi Willow Research and Publishing, 1997. (dist. by the author) Idea starters for teaching children and teens to cope with the messages of the mass media. Some 50 concepts are covered with ideas ranging across the grade levels from preschoolers through the teenage years. Designed for librarians, teachers, parent groups, and church groups.
1999
**• Bankhead, Betty, Janet Nichols, and Dawn Vaughn. Write It!: A Guide for Research. 2nd edition. MLA Version. Designed for the high school student or beginning college freshman, this style manual is an up-to-date and easily understood guidebook that is not overwhelming to the student. Highly recommended.
1997
• Barnett, Diana. Research It! Write It!. 2nd ed. Alleyside Press (Highsmith), 1997. A brief first-timers guide to the term paper covering notetaking, footnotes, end notes, bibliography, and preparing the final copy. In the Terrabiun style.
• Quaratiello, Arlene Rodda. The College Student's Research Companion. Neal-Schuman, 1997. A narrative guide to using the various tools of a library to find information sources. The guide covers searching the online catalog, classification systems, reference sources, periodicals, CD-ROM resources, the Internet, and major indexes. A final chapter covers evaluating what is found. Appropriate for advanced high school students.
• Shields, Nancy E. and Mary E. Uhle. Where Credit Is Due: A Guide to Proper Citing of Sources&emdash;Print and nonprint. 2nd ed. Scarecrow, 1997. This guide concentrates on footnote and bibliography citation style for an extensive variety of printed sources with some attention paid to electronic materials. In the Terrabiun style and for the advanced high school student.
1999
• Cooke, Alison. Authoritative Guide to Evaluating Information on the Internet. (New York: Neal-Schuman Publishers, 1999). Cooke provides a guide for searchers of information first by teaching how to search for quality information on the Internet and then assessing the quality of materials once they have found them. The book is divided into the following sections: The Internet and information quality, Using search facilities to maximize quality information retrieval, assessing the quality of any Internet information source, and evaluating particular types of sources. Each section begins with a narrative discussion with illustrations followed by excellent checklists for evaluating quality. While designed for the novice or intermediate searcher, the material is excellent background reading for preparing information literacy instruction. Recommended.
• Sutter, Lynne and Herman Sutter. Finding the Right Path: Researching Your Way to Discovery. Linworth, 1999. Pathfinders have been popular long before the Internet came along. They present for the student a few very selective sources likely to be quite helpful when searching a topic. This book can be used to reproduce pathfinders in print form, or it can be used as a source to build your own webographies for students or webquests. The pathfinders are arranged alphabetically by topic (adventure, ancient civilizations, ancient Egypt, animals, Apache Indians, architecture, artists, aviation...) Each pathfinder has been formatted to fit on one sheet of paper front and back. It contains Dewey numbers to look for, search terms to try in catalogs and online systems, nonfiction or reference books to look for, fiction connected to the topic, multimedia products to use, videos, and web sites to try. A good source if you are building this type of reference information. Targeted for elementary schools.
• Minkel, Walter and Roxanne Hsu Feldman. Delivering Web Reference Services to Young People. American Library Association, 1999. So you want to create a web page for your school or public library that will assist children or teens in finding information - but don't have much experience? This book is an easy-to-understand guide for creating good solid web site from folks who obviously have done it and know how. Their tips are excellent and they give plenty of examples. They first cover basics such as how the Web works and recommended search engines to use. Then they help design a quality homework reference site, discuss a whole host of practical issues for managing the site, and give lots of tips for training young people to use the result. Recommended for the beginner and the person who has been at it for a little while and wants to compare their own expertise with that of the authors (looking for tips and shortcuts).
• Johnson, Doug. The Indispensable Teacher's Guide to Computer Skills: A Staff Development Guide. Linworth Publishing, 1999. Developed from columns written in Linworth publications, this intermediate/advanced guide is written by a district librarian/technology guru. Almost 50 great ideas are outlined for 3-hour inservice sessions. Each session has a complete 2-page (front and back) outline with goals, activities, assignments, and tips. As an idea starter or just plain use of these professionaly-done workshop ideas, there is something here for every faculty from simple to advanced.
1998
• Berger, Pam. Internet for Active Learners: Curriculum-Based Strategies for K-12. American Library Association, 1998. This guide to the Internet written for beginners and advanced novices introduces the Internet, its tools, and evaluating web sites. It then provides ideas for integrating the Internet into the curriculum, provides a webogrtaphy of sites for active learning and then gives suggestions for teaching the Internet to students. A solid introduction.
1997
• Clyde, Laurel A. School Libraries and the Electronic Community: The Internet Connection. Scarecrow, 1997. Based on a recent study of LM_Net users, Clyde discusses the potential and the problems of the Internet, particularly listservs in the growth and development of school library programs.
• LeBaron, John F., Catherine Collier and Linda de Lyon Friel. A Travel Agent in Cyber School: The Internet and the Library media Program. Libraries Unlimited, 1997. A basic introduction to the Internet and its potential in the school library media program and the school. Ideas for planning, leadership, linking with the community, staff development, policies, and tools for use are covered. Hundreds of links to sources are provided on an accompanying computer webography.• Maze, Susan, David Moxley, and Donna J. Smith. Authoritative Guide to Web Search Engines. Neal-Schuman, 1997. Provides an introduction to searching on the web with full introductions to eight search engines: WebCrawler, Lycos, Infoseek, Open Text, AltaVista, Excite, HotBot, and Yahoo! Good for beginners and intermediate searchers who wish to check their knowledge and searching strengths.
1999
**• Miller, Elizabeth. The Internet Resource Directory for K-12 Teachers and Librarians, 99/00 Edition. Libraries Unlimited, 1999. A one-stop guide to the best Internet sites across a wide spectrum of curricular areas and professional topics.
• Cooper, Gail and Garry Cooper. More Virtual Field Trips. Libraries Unlimited, 1999. The authors annotate several hundred Internet sites that take us to places in world history, on architectural tours, to countries of the world, to states within the U.S., to agricultural locations such as a goat farm or a county fair, to places to watch nature, to places for the visual arts such as art museums, to places of the performing arts such as theaters, to businesses and industry, to math centers, science centers, to places connected to health, and to lots of people to know. Grade levels are not given, but most are aimed at elementary through high school. The annotations do point to a few possible activities and describe what will be found at the site. Recommended.
**• Greory, Vicki L., Marilyn H. Karrenbrock Stauffer, and Thomas W. Keene, Jr. Multicultural Resources on the Internet. Libraries Unlimited, 1999. If you hurry, this is a wonderful resource for websites for secondary schools and adults for comprehensive sources, Native American, African American, Hispanic, Asian American, Chinese American, Japanese American, Asian Indian American, Jewish American, Americans of Middle Eastern and North African descent, French Canadian, Cajun and Creole, and Hawaiian American resources. Each section begins with an essay and site are grouped into categories such as general, business, culture and humanities, education, fine arts, government, history, language, popular culture,science, etc. Each site is described briefly. This resource should be on the web itself and updated regularly.
**• Hernon, Peter, John A. Shuler, and Robert E. Dugan. U.S. Government on the Web: Getting the Information You Need. (Englewood, Colo.: Libraries Unlimited, 1999) This manual and webography covers the major departments of the U.S. Government and major quasi-governmental agencies. Each agency is described and access to its information resources are provided. At the end, there is a section of web sites particularly valuable to kids. In additions, there are helpful one-sheet site guides that are useful for quick lookup and reference. A comprehensive and useable guide.
1998
• Kelly, Melody Specht. Uncle Sam's Net of Knowledge for Schools. (New York: Neal-Schuman, 1998.) Starting with instructions on how to connect into the various U.S. Government sites, this webography covers various gateways such as GPO ACCESS, ERIC, and NTIS and then breaks down periodical, reference, and Internet resources via subjects taught in schools. Topics covered include Business, health, science, social studies, language arts, fine arts, and foreign language among others.
**• Miller, Elizabeth. The Internet Resource Directory for K-12 Teachers and Librarians, 98/99 Edition. Libraries Unlimited, 1998. A one-stop guide to the best Internet sites across a wide spectrum of curricular areas and professional topics. Superseeded in 1999.
• Cohen, Barbara. Social Studies Resources on the Internet: A Guide for Teachers. Heinemann, 1998. Over 1200 Internet sites are described briefly and organized by area of the world. The U.S. (historical periods and issues), Global studies, Canada, Latin America, East Asia and the Pacific Islands, The Indian Subcontinent, The Middle East, Africa, The Forer Soviet Union, Western Europe, Oceania, and World Religions are covered. Useful for middle and high schools.
1997
• Cooper, Gail and Garry Cooper. Virtual Field Trips. Libraries Unlimited, 1997. Designed for both elementary and secondary, this webography leads to historic sites, worldwide travel by country, the natural world (parks, birds, weather, zoos, etc.), outer space, culture and sports, art museums, math sites, science and industry, libraries, online classes and schools, famous people. There is a chapter on sites of particular use with primary grade students.
(Editor's Note: 1999 seems to mark the first of the published activity guides for Internet sites much like the literature guides of the past. Authors are choosing a site around which to center various learning activities)
1999
• McElmeel, Sharron and Carol Smallwood. WWWAlmanac: Making Curriculum Connections for Special Days, Weeks and Months. Linworth, 1999. Activities, activities, and more activities for holidays, special days, and just for fun are listed for scores of web sites for elementary through high school students. The guide is arranged month by month. For example, for May we find Mother Goose Day, Save the Rhino Day, Cinco de Mayo, National Teacher Day, Mother's Day, Limerick Day, International Museum Day, Memorial Day, Be Kind to Animals Week, National Mental Health Month, National Photo Month, National Physical Fitness and Sports Month, and National Teen Pregnancy Prevention Month. One of the most valuable parts of the book is the quick list section which includes URLs for U.S. States of the Union (arr. by statehood date and alphabetically), U.S. presidents (arranged by birth date and alphabetically), and author birth dates (arranged chronologically for each day of the year and alphabetically). Valuable for "just-for-fun" stuff.
• Craver, Kathleen W. Using Internet Primary Sources to Teachg Critical Thinking Skills in History. Greenwood Press, 1999. "The purpose of this book is to discuss and demonstrate how primary sources found on the Internet can be used to teach critical thiking skills in history. It also aims to provide history educators and school library media specialists with practical guidelines and sample suggestions and questions for using primary sources in a variety of formats to stimulate critical thinking skills." Thus says the author as she introduces for high school students a wide variety of web sites with accompanying questions to investigate. The main topics covered are ancient civilizations, the eary Christian era, the elevent-fourteenth centuries, the fifteenth-sixteenth centuries, the seventeent-eithteenth centuries, the nineteenth century, and the twentieth century. Each site is described follwoed by discussion questions and activities, and follwed by a list of related internet sites. Valuable for the history teacher and the librarian planning together. An idea starter.
1998
• Anderson, Judy. Plagiarism, Copyright Violation and Other Thefts of Intellectual Property: An Annotated Bibliography with a Lengthy Introduction. McFarland, 1998. Over 600 articles appearing the in the professional literature from 1900-1995 on the topic are annotated and arranged by year. The lengthy bibliographic essay at the beginning of the book provides a historical look at the problem as it has developed over the century. A valuable source for those interested in the topic.
1997
• Bielefield, Arlene and Lawrence Cheeseman. Technology and Copyright Law: A Guidebooks for the Library, Research, and Teaching Professions. Neal-Schuman, 1997. A copyright lawyer and a librarian team to cover and interpret the copyright laws dealing with a wide range of print and electronic issues connected with libraries. The authors are friendly to a more liberal interpretation friendly to the educational community.
1999
**International Society for Technology in Education (ISTE). National Educational Technology Standards for Students. ISTE, 1999. Available at: http://cnets.iste.org/pdf/nets_brochure.pdf National standards that every library media specialist should be familiar with. Great for helping create and revise technology plans. Watch for other publications from ISTE connected to the Standards. A must have publication.
1998
**• American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. American Library Association, 1998. The national standards document for the school library media field is a must-read for every person in the field.
**• International Society for Technology in Education (ISTE). National Educational Technology Standards for Students. The Organization, 1998. Published in collaboration with the Milken Exchange on Education Technology and a wide variety of other organizations, including AASL, this brief document is essential reading and can be used as the backbone of a school's technology plan.
1999
• Zweizig, Douglas and Dianne McAfee Hopkins with Norman Lott Webb and Gary wehlage. Lessons from Library Power: Enriching Teaching and Learning: Final Report of the Evaluation of the National Library Power Initiative. Englewood, CO: Libraries Unlimited, 1999. Library Power has been in the news of school libraries for almost a decade. This $50 million investment by the DeWitt Wallace-Reader's Digest Fund transformed elementary school library programs in 19 school districts from many parts of the U.S. in three principal areas: flexible scheduling, collaborative planning, and collection development. Numerous articles have been published about the project in the professional literature, but this volume serves as the official report of the project as a whole. It covers the findings of the evaluation team head by the authors of the volume. Evaluative data from the project were massive and this report provides through tables and summary, the lessons learned. The audience of this work is the serious practitioner and the researcher who wishes to mine the data presented for current and future practice and research.
1998
**• McQuillan, Jeff. The Literacy Crisis: False Claims, Real Solutions. Heinemann, 1998. A disciple of Stephen Krashen, McQuillan's research links achievement to the amount read and the quality of school libraries! A must read.
1996
**• Greaney, Vincent, ed. Promoting Reading in Developing Countries: Views on Making Reading Materials Accessible to Increase Literacy Levels. International Reading Association, 1996. Couldn't help put an older title in Dave's list, particularly when it adds to the evidence that the amount young people read directly connects to academic achievement.
1998
• National Center for Education Statistics. School Library Media Centers: 19993-94. U.S. Department of Education, 1998. A belatedly-released but essential look at the school libraries of the United States during the 1993-94 school year. This publication is the latest statistics available. New statistics are likely to be gathered by the federal government in 1999-2000. Available on the web at http://NCES.ed.gov
1999
** **• Loertscher, David V. Reinvent Your School's Library in the Age of Technology: A Guide for Principals and Superintendents. 1999 edition. Hi Willow Research & Publishing, 1999. (dist. by LMC Source) A 64p. guide with single-page concepts about the role of the library in four major areas: collaboration, reading, enhancing learning through technology, information literacy, and building the information infrastructure. Checklists, plans, methods of evaluation, role explanations, and realistic budgeting practices are included. For the 1999 edition, all the footnotes and references have been updated.
1998
**• Loertscher, David V. Reinvent Your School's Library in the Age of Technology: A Guide for Principals and Superintendents. Hi Willow Research & Publishing, 1998. (dist. by LMC Source) A 64p. guide with single-page concepts about the role of the library in four major areas: collaboration, reading, enhancing learning through technology, information literacy, and building the information infrastructure. Checklists, plans, methods of evaluation, role explanations, and realistic budgeting practices are included.
• Yesner, Bernice L. and Hilda L. Jay. Operating and Evaluating School Library Media Programs. Neal-Schuman, 1998. A lengthy treatise for both the principal and the library media specialist with tons of checklists. Covers the role of the LMC, collaboration, evaluating business and organizational matters, collection management, instructional elements, and technology. Full appendixes of valuable documents and resource materials.
Feyten, Carine M. and Joyce W. Nutta. Virtual Instruction: Issues and Insights from an International Perspective. Englewood, CO: Libraries Unlimited, 1999. Library educators are searching for new ways to deliver quality education to replace massive retirements in the school library media field. Doing business as usual will not produce enough candidates to fill the jobs available in the near future. The collection of essays in Virtual Instruction discusses the ideas and issues involved in distance education from a European perspective. Based on experimentation with videoconferencing, the Internet, and organizational models such as the open university, the authors make a definite point that technology is and will continue to make massive changes in the delivery mechanisms of preservice and continuing education. For the advanced reader interested in the topic.
1999
**• Haycock, Ken, ed. Foundations for Effective School Library Media Programs. s Unlimited, 1999. The best of the best articles from Teacher Librarian (formerly Emergency Librarian) are reprinted here organized into topics making this an excellent reader or supplementary text for the professional school librarian. Most of the articles are from the late 90s and include school library notable authors. The volume is published in both hardback and paper versions.
1997
• Gerhardt, Lillian. School Library Journal's BEST: A Reader for Children's, Young Adult and School Librarians. Compiled by Marilyn L. Miller and Thomas W. Downen. Neal-Schuman, 1997. Drawing from 40 years of this magazine, landmark articles on a wide variety of articles have been collected. Editorials, philosophy of libraries for youth, library services and programs, and issues from a wide variety of notables are collected here. Useful for background reading, notable quotes, historical study, and developing positions on a wide variety of new/old topics.
• Haycock, Ken and Blanche Woolls, eds. School Librarianship: International Issues and Perspectives. International Association of School Librarianship, 1997. (dist. by LMC Source) Coalesces the best papers from the 26 years of proceedings of the International Association of School Librarianship international conferences. Topics include research articles, progress in school library theory, worldwide developments and spotlights on individual countries.
1998
**• Branch, Robert Maribe and Mary Ann Fitzgerald, eds. Educational Media and Technology Yearbook, 1998. (Vol. 23) Libraries Unlimited, 1998. Trends and issues articles, analysis of the profession and current trends, leadership profiles, organizations directory, graduate programs, and major mediography of the field, make this annual volume and essential guide for the professional and leader of the field.
2000
**• Loertscher, David V. Taxonomies of the School Library Media Program. 2nd ed. San Jose, CA: Hi Willow Research & Publishing, 2000. Loertscher has revised this classic textbook for the library media specialist including revisions to the taxonomies themselves to reflect the new worlds of technology and information available in schools today.
1999
**• Woolls, Blanche. The School Library Media Manager. 2nd ed. Englewood, Colo.: Libraries Unlimited, 1999. A comprehensive treatise on the philosophy and the practicality of directing a library media program in the school and at the district level. A must for those wanting an in-depth coverage of the topic and of particular value to the new person in the field.
• Bard, Therese Bissen. Student Assistants in the School Library Media Center. Libraries Unlimited, 1999. Everything you need to know in order to set up a cadre of young budding information and technology professionals (not slaves). Covers a wide range of topics, ideas, helps, and references.
• Prostano, Emanuel T. and Joyce S. Prostano. The School Library Media Center. 5th edition. Libraries Unlimited, 1999. A brief overview of the school library now available in a fifth revision. Covers the setting, the library media center as a system, facilities, technical considerations, the human side of school libraries, guidance and consulting, curriculum development, instruction and inservice, design and production of media, personnel, facilities, media, and budget.
1998
**• Bucher, Katherine Toth. Information Technology for Schools. 2nd ed. Linworth Publishing, 1998. An excellent guide to managing on the new frontier of technology for the library media specialist. This basic manual covers the following topics: working with instructional technology, computer basics, library management with a computer, CD-ROM and compact discs, videodiscs, local area networks, computer telecommunications, the Internet, distance learning, video and computers, multimedia presentation systems, and technology staff development for teachers. A very readable introduction.
• Wasman, Ann M. New Steps to Service: Common-Sense Advice for the School Library Media Specialist. American Library Association, 1998. A nuts-and-bolts guide to building a library program from the ground up. Topics include the basic concepts of a library, handling materials, dealing with details, and working with people. A valuable guide for the beginner with one major drawback. The book is really designed for the older book-oriented library with little help in the wider vision of what a library media center can do. Coupled with Toth's manual listed above, both can serve as a basic and sound introduction.
• Valenza, Joyce Kasman. Power Tools: 100+ Essential Forms and Presentations for Your School Library Information Program. American Library Association, 1998. Forms, forms, forms and a PowerPoint presentation worth examining and using for ideas.
1997
• Job, Amy G. and Marykay W. Schnare. The School Library Media Specialist as Manager: A Book of Case Studies. Scarecrow, 1997. Of use in library education or staff development, these realistic case studies present a plethora of common problems in a wide range of problems faced by today's professional.
1999
• Bradburn, Frances Bryant. Output Measures for School Library Media Programs. New York: Neal-Schuman, 1999. If you are looking for evaluative measures of the impact of the LMC program on academic achievement, those measures are not included here but Brandburn provides measures a step away. She provides use measures including use of the media center, and six measures of materials use. In chapter two, access measures are covered covering the availability of the library media specialist to collaborate, use of the LMC for curricular support, and successful information searching measures. In chapter three, library media specialist availability measures are presented and in the rest of the book, using the data for presenting a case to administrators and boards appear. While few would attempt to collect all the measures presented here, library media specialists who are seeking to document their programs should consult this volume.
1998
• Everhart, Nancy. Evaluating the School Library Media Center: Analysis Techniques and Research Practices. Libraries Unlimited, 1998. Forms and evaluative checklists are provided for a wide range of programmatic and administrative functions of the LMC. Areas governed are general evaluation, curriculum, collections, facilities, technology, personnel, usage, and a list of state evaluation documents. The collection is uneven but provides some idea starters.
1999
• Farmer, Lesley S.J. Partnerships for Lifelong Learning. 2nd ed. Linworth Publishing, Inc., 1999. Successful collaborative planning with teachers and other persons in the school and community is one of most important characteristics a library media specialist can perform. Farmer provides hundreds of suggestions, planning forms, checklists and examples of collaborative work. This book is for the novice and the professional who need to learn a repertoire of successful strategies or brush up on ideas for improved communication.
***• Haycock, Ken, ed. Foundations for Effective School Library Media Programs. Libraries Unlimited, 1999. A collection of reprinted articles from Emergency Librarian now Teacher-Librarian cover the wide spectrum of the school library program including the foundational elements, school context, role classification, information literacy, collaborative planning and teaching, program development, and accountability. Authors include many luminaries in school libraries both in the United States and in Canada. An excellent collection of background readings and solid ideas for practice.
1998
***• Doiron, Ray and Judy Davies. Partners in Learning: Students, Teachers, and the School Library. Libraries Unlimited, 1998. Call it collaboration, resource-based teaching, integrated instruction, or any other term describing teachers and librarians working jointly to deliver instruction - this book describes that role in the elementary school. This is must reading for every elementary and middle school librarian to understand what the teaching role of the library media specialist is. Packed with sample units, forms, and descriptions of collaboration, this is one of the best books to be published in 1998 about school libraries. It could be a little more high tech and a tad more constructivist, but the rest of it is a gold mine of the real thing.
**• Donham, Jean. Enhancing Teaching and Learning: A Leadership Guide for School Library Media Specialists. Neal-Schuman, 1998. An important book on the integration of the LMC program and teaching and learning. Donham has "been there and done that," and deserves to be devoured for all her practical suggestions and cutting-edge thinking.
• Leonard, Phyllis B. CUES: Choose, Use, Enjoy, Share: A Model for Educational Enrichment Through the School Library Media Center. 2nd ed. Libraries Unlimited, 1998. Leonard's second edition is written 20 years after the first and is a rambling tale of integration of literature into the elementary school program combining the elements of the old and newer ideas.
1998
• Naumer, Janet Noll and Glenda B. Thurman. The Works for Library and Media Center Management. DOS and Windows Edition. Libraries Unlimited, 1998. Zillions of templates for school library management and reporting using Microsoft Works are presented here including a disk of actual templates. The text talks the user through the creation and data entering and reporting of data in collection management, circulation, budgeting. Databases, spreadsheets, charting, and word processing ideas are covered. A good guide for the novice. Useful for the template ideas that can be used with many types of computer software packages.
1997
• Meghabghab, Dania Bilal. Automating Media Centers and Small Libraries: A Microcomputer-Based Approach. Libraries Unlimited, 1997. A wide variety of management concerns from planning, selecting, and implementing a library automation system are covered including both in-house and Internet-based systems.
1998
• Schrock, Kathleen and Midge Frazel. Microsoft Publisher for Every Day of the School Year. Linworth Publishing, 1998. This valuable guide to a page-layout program provides tons of ideas and assistance in using the program. An accompanying CD-ROM disk has numerous patterns and clip-art for the projects covered in the book. The first five chapters introduce the reader to the program and its operation and troubleshooting. Chapter 6 provides templates for use by teachers, librarians, and students. Tons of templates cover organizational ideas, certificates, stickers, bookmarks, curricular uses, and art projects. The final chapter demonstrates how to use the program to create web pages.
• Tedeschi, Anne C. Book Displays: A Library exhibits Handbook. Highsmith Press, 1997. Creating serious and semi-permanent book displays and exhibits are covered giving numerous suggestions, guides, and directions for building exhibit cases and technical directions for book placement and display techniques. Other chapters describe organizing and publicity for a book exhibit to the general public.
1998
• Vangsgard, Amy. Simply Incredible Bulletin Boards. Alleyside Press, 1998. Involve elementary children in the creation of bulletin boards for the classroom or the library. Contains 12 ideas for Author birthdays and 8 ideas for historical periods. Patterns and book ideas are easily changed to fit individual needs. An idea starter.
1998
• Flowers, Helen F. Public Relations for School Library Media Programs: 500 Ways to Influence People and Win Friends for Your School Library Media Center. Neal-Schuman, 1998. The title says it all. Practical ideas, checklists, forms, and activities. A good shopping tour of ideas.
1997
• Wolfe, Lisa A. Library Public Relations, Promotions, and Communications: A How-To-Do-It Manual. Neal-Schuman, 1997. While not aimed specifically at school librarians, Wolfe provides a great many practical suggestions for keeping your library in the limelight.
Special Events and Programming
1998
• Trotta, Marcia. Special Events Programs in School Library Media Centers: A Guide to Making Them Work. Greenwood Press, 1998. Publisher's blurb: "This hand-on guide will assist the school library media specialist in planning, funding, implementing, and promoting special events programs in the school... filled with program ideas, planning documents, and tips...how to incorporate special events programs into a yearly curriculum plan, where to locate speakers and performers, how to budget and build support for special programs, and how to develop partnerships with school and community members that will ensure the success of the program." Contains reproducible forms.
1998
• Latrobe, Kathy Howard, ed. The Emerging School Library Media Center: Historical Issues and Perspectives. Libraries Unlimited, 1998. Significant essays concerning the school library movement of the century are described by such scholars as June Lester, Kathy Latrobe, Judy Drury, Anne Masters, Diane McAfee Hopkins, Carolyn S. Brodie, Virginia H. Mathews, Daniel Callison, Joy McGregor, Linda Gann, Patsy Perritt, Patyricia Pond, Dian Walster, and Linda Veltze. Recommended for serious readers, researchers of the field, and for school library administration classes.
1999
• Baule, Steven M. Facilities Planning for School Library Media nd Technology Centers. Linworth, 1999. Packed with ideas, plans, drawings, specs and other goodies. There is almost no other help the in professional literature for this topic. A good place to start for all levels of school libraries. It also includes a valuable webography of sites helpful in facilities planning.
**• Loertscher, David V., and Blanche Woolls, with Janice Felker. Building a School Library Collection Plan: A Beginning Handbook with Internet Assist.. Hi Willow Research & Publishing, 1999. A brief beginning guide for beginners and librarians with several years of experience. Covers the basic principles of collection mapping, developing a collection development plan, making the collection work, and evaluating the success of the plan. The web site available to all purchasers of the book provides a great deal of practical assistance in selecting materials, sources, and helps.
• Lare, Gary A. Acquiring and Organizing Curriculum Materials: A Guide and Directory of Resources. Scarecrow, 1997. Designed for persons handling centers where collections of textbooks and other teaching materials are handled, Lare provides a wide spectrum of guidance in building and managing this specialized collection.
1998
• Los Angeles Unified School District. Library Services. Focus on Books. SearchWare, 1998. A major selection tool of over 30,000 titles for elementary and middle schools. Particularly strong for books in other languages including Chinese, Korean, Spanish, and Vietnamese mostly published since 1988. The search engine provides full text searching of the entire bibliography, curricular subject headings and annotations for evaluation, selection, and bibliography preparation and order preparation. A major new collection-building tool. (Dist. by LMC Source)
1997
• DeLong, Janice A. and Rachel E. Schwedt. Core Collection for Small Libraries: An Annotated Bibliography of Boos for Children and Young Adults. Scarecrow, 1997. Designed with conservative values in mind, this collection of almost 500 titles pulls together the best across many years. Included are lists of picture books, traditional literature, modern fantasy, multicultural books, historical fiction, contemporary fiction, nonfiction, and poetry.
1998
• Odean, Kathleen. Great Books for Boys: More than 600 Books for Boys 2 to 14. Ballantine Books, 1998. For parents, grandparents, teachers and librarians to "fascinate and education boys." Both fiction and nonfiction are included. Titles are annotated and arranged in subject sections, annotated, and with author and title indexes.
1997
• Odean, Kathleen. Great Books for Girls: More than 600 Books to Inspire Today's Girls and Tomorrow's Women. Ballantine Books, 1997. This list of new and old favorites tracks and annotates both fiction and nonfiction books for children and teens with strong female characters. "In these books, girls and women are creative, capable, articulate, and intelligent, solving problems, facing challenges, resolving conflicts, and going on quests. They are not sidekicks or tokens, waiting to be rescued; they are doing the rescuing."
1998
• Adamson, Lynda G. Literature Connections to American History, K-6: Resources to Enhance and Entice; Literature Connections to American History, 7-12: Resources to enhance and Entice. Libraries Unlimited, 1998. These two major annotated bibliographies covering children and young adult sources cover historical fiction, biography, history trade books, CD-ROMs, and videotapes by time period and geographical area. A major work and resource. A grade-by-grade listing by genre serves as a link to the annotated sources.
1998
**• Monseau, Virginia R. and Gary M. Salvner, eds. ALAN: A Complete Guide to Young Adult Literature: Over 1000 Critiques and Synopses from the ALAN Review. CD-ROM. Boynton/Cook Publishers (Heinemann), 1998. This CD, compatible with Windows or Mac uses Folio software to make over 1000 reviews from this long-time reviewing source available for searching. Any word or combination of full-text words can be searched from authors to titles; from individual topics to themes. A must-database when access to reviews is critical.
• Gillespie, John T. and Ralph J. Folcarelli. Guides to Collection Development for Children and Young Adults. Libraries Unlimited, 1998. Bibliographies on a wide variety of topics are listed here and annotated. Lists from the 1990s up through 1997 are included. Good for finding materials in hard-to-find areas and for collection developers seeking to build in-depth resources.
1998
• Barron, Ann E. and Karen S. Ivers. The Internet and Instruction: Activities and Ideas. 2nd ed. Libraries Unlimited, 1998. The first five chapters provide and overview of the Internet and instructions on how to get started. Valuable handouts are provided to help both students and teachers evaluate and use Internet information. The balance of the book suggest specific web sites and how to use these sites in topical studies. Science, math, language arts, fine arts, and social studies sites are recommended. The activities are broad enough to be adaptable to a wide range of grade levels. Hints for information skills linked with using the sites are given. Most activities recommend additional activities and web sites to consider.
**• Handler, Marianne G. and Ann S. Dana. Hypermedia as a Student Tool: A Guide for Teachers. 2nd ed. Libraries Unlimited, 1998. For library media specialists and teachers who wish to allow students to produce in hypermedia and web publishing, this is a complete get-started source. The ideas focus around the following tools: HyperStudio IIGS (Mac); HyperCard; HyperStudio; Multimedia ScrapBook; and, SuperLink. Thus, a variety of programs on both Mac and PC platforms are recommended. There are a variety of topical sample units that could be used with a variety of age groups that culminate in the production of a hypermedia product, many of which can be linked to a web site for display to parents at home. If you are trying to get started in hypermedia presentations, this tool is well worth investigating.
1997
• Bazeli, Marilyn J. and James L. Heintz. Technology Across the Curriculum: Activities and Ideas. Libraries Unlimited, 1997. Two-page simple idea starters for student projects using a wide variety of technological devices are covered. Video, photography, transparencies, audio, computer, and multimedia projects are suggested across numerous curricular areas and age levels.
• Garfield, Gary M. and Suzanne McDonough. Dig That Site: Exploring Archaeology, History, and Civilization on the Internet. Libraries Unlimited, 1997. Students recreate times and places using Internet resources as an information base. Four to six project ideas are given for each continent in step-by-step lesson planning format for grades 3-8.
1998
• Curchy, Christopher and Keith Kyker. Educator's Survival Guide to TV Production and Setup. Libraries Unlimited, 1998. A comprehensive beginner's guide to television production in the school environment from classroom to media center to production studio.
• Barron, Ann E. and Gary W. Orwig. New Technologies for Education: A Beginner's Guide. 3rd edition. Libraries Unlimited, 1997. Helping teachers and librarians understand how to use CD-ROM, interactive videodiscs, digital audio, digital images and video, hypermedia tools, local area networks, telecommunications, teleconferencing, and computers are covered in the third edition of this invaluable guide. Useful for building inservice training.
1998
• Mambretti, Catherine. CD-ROM Technology: A Manual for Librarians and Educators. McFarland, 1998. An introduction to the CD technology and its installation and maintenance in the school and library. Topics include the selection of quality titles, installing CDs, workstation maintenance, troubleshooting problems, and solving problems both in the PC and Mac environments. A migraine headache reducer.