Association for Library Service to Children, (2001) . The Newbery and Caldecott Awards: A Guide to the Medal and Honor Books. 2001 ed. Chicago: American Library Association. ISBN 0-8389- 351 7-6. $1 8.00 [Editor's note: The 2003 edition of this work is now avai lable for $ 1 9.00; ISBN 0-8389- 351 7-6] These two awards, highly valued in the world of children's l iterature, are given annually by the Association for Library Service to Chi ldren (ALSC), a division of the American Library Association (ALA). Every year, a medal for each is awarded and one or more "honor books" may also be named. History. The Newbery award was proposed to the American Library Association by Frederic G. Melcher in 1 922. Awarded to the author of "the most d isti nguished contribution to American l iterature for children publ ished in the United States during the preceding year," it is restricted to authors who are citizens or residents of the United States. In 1 937, in response to concern that picture books should also be honored , Melcher proposed a second annual medal , for "the most d istinguished American picture book for chi ldren publ ished in the Un ited States during the preceding year." This award is a lso restricted to artists who are citizens or residents of the United States. The bronze medals were designed by Rene Paul Chambellan. Facsimile seals are sold to the publishers of award winners and honor books, with the profits going to support d ivision programs, i ncluding the Frederic G. Melcher Scholarship Fund. Since 1 986, honor book authors and i l lustrators have received certificates. Process. Each award is selected by a prestig ious committee of fifteen ALSC members, eight elected and seven chosen by ALSC's President-Elect. Committee members read hundreds of books, evaluate them according to specific criteria , and meet several times to d iscuss thei r selections. In late January, at the ALA Mid-Winter meeting , the decision is made, the authors and artists are called and notified, and a press conference is held to announce the "Academy Awards of Chi ldren's Literature." A fi nal event that caps the process is the Newbery-Caldecott Banquet at the ALA Annual Conference in June. Aficionados look forward to the high qual ity of the award winners' acceptance speeches. This Work. This latest edition of the work describes the h istory, terms, and defi nitions of each of the awards and the process of selection . A major section, for which education l ibrarians wi l l want to own the work, l i sts with annotations all wi nners and honor books for each award from its i nception to 200 1 . Also incl uded is an article on the varied media used by the winning Caldecott artists. There are two excel lent indexes, one for authors and i l lustrators and one for titles. JoAn S. Segal, Vintage Ventures. Emai l : jsegalw@earthl ink.net Barchers, Suzanne I. and Kroll , Jennifer, L. (2002). Classic Readers Theatre for Young Adults. Westport, CT: Libraries Unl imited . ISBN 1-56308-881 -9. $35.00 Barchers and Krol l l have created readers theatre scripts from classic tales for readers in grades 6 to 1 2 . Both authors write for "Weekly Reader." Barchers i s Managing Ed itor and Jennifer L . Kroll i s Senior Education Libraries Volume 26, No. 1 Summer 2003 30 Editor of that publ ication. Between them they have five readers theatrer books in print. For the teacher to whom readers theatre is new, the introduction provides helps i n getting started . Other teaching aids are provided to maximize the use of the scri pts. Adapted books included are: Alcott's Little Women, portions of Don Quixote, Dickens' A Christmas Carol and Hard Times, Kipl ing's Captains Courageous, McCul ley's Zarro, Frankenstein, Stevenson's Dr. Jekyll and Mr. Hyde, and Twain 's The Prince and the Pauper. Stories include Maupassant's "The Necklace," Twain's "Luck of Roaring Camp," Hawthorne's "Rappaccin i 's Daughter," 0. Henry's "A Retrieved Reformation," Irving's "The Legend of S leepy Hol low," Poe's "The Oblong Box," and Stockton's "The Lady or the Tiger." Each adaptation i ncludes a summary of the play and author background. In addition there are suggestions for the presentation and props and a l ist of characters. Suggestions and props are kept simple. As for characters, the authors try to include as many as possible. This is gives many students an opportunity to take part without overwhelming the reluctant publ ic reader with a massive part. Prince and the Pauper has 2 1 characters and A Christmas Carol has 32 characters. Permission is given to make copies of the scripts for classroom and in-service use. The book is highly recommended for school and pubic l ibraries. Doug Fruehling works at Point Loma Nazarene University's Ryan Library. Emai l : DougFruehl i ng@ptloma.edu Blake, N ., Smeyers, P., Smith, R. Standish, P . (1 998). Thinking Again. Education after Postmodernism. Westport, CT: Greenwood. ISBN 0-8978-951 2-6. $25.95 Those who doubt that contemporary educational writing can go beyond evaluation and the management of assessment can think again. Thinking again: Education after postmodernism is a philosophical analysis of education using the writings of Jacques Lacan , Jacques Derrida, Jean-Francais Lyotard , and Michel Foucault. Through exploring the ideas of these thinkers, the authors invite readers to shake off the "intellectual i nertia" and "anti-theoreticism" that have reduced British education to effectiveness train ing for classroom competencies. The authors succeed in shifting the reader's thinking from concern with "performativity" to contemplating phi losophical problems in education . This book "does not save the reader time" but invites one to think in new d i rections about education and promises -- which takes time. Thinking Again is not prescriptive and offers no s imple solutions. Recommended . Linda Salem is an Education Librarian at San Jose State Un iversity. Email : lsalem@mai l .sdsu .edu Dai ley, Susan M. (2001 ). A Storytime Year: A Mon th-to-Month Kit for Preschool Programming. New York: Neai-Schuman. ISBN 1 55570-389-5. $75.00 Dailey's A Storytime Year: a month-to-month kit for preschool programming is a comprehensive source book for l i brarians looking for theme-based preschool storytime ideas. F i l led with great ideas and comprehensively organized , Dailey's book is i n a convenient binder format that makes materials easy to locate and reproduce. Divided into twelve monthly sections, the kit contains useful ideas for year round programs that are sure to please preschoolers and their parents. The kit is organized in a unique manner, containing not just a table of contents, but a figure l ist lending quick reference to magnetic board templates and an alphabetical theme l ist to locate topics within the monthly format. The guide itself is divided into two parts; the first is a compilation of program planning tips, and the second has a month-by-month l ist of programs. The programming section offers directions Education Libraries Volume 26, No. 1 Summer 2003 31 for creating participation stories and a how-to section on creati ng magnetic board stories, a variation on the tried and true flannel board tale . The monthly l ist ing offers themes for each week of the month with a variety of traditional and unique themes for l ibrarians to choose from. Dai ley gives us a standard outl ine for creating programs and goes on to discuss each detail in depth . Each thematic program includes a variety of books, fingerplays, participation activities, magnetic board stories, videos and crafts . She bel ieves that the i ncl usion of participation stories is· key to a successful storytime. Dailey discusses the value of each type of participation story, and explains how they can develop ski l ls such as l istening, memorizing and reasoning in the participants, while allowing them to become a part of the overall story experience. Planning sheets, both reproducible origi nals and sample forms, are i ncl uded to assist with evaluation and future planning . The monthly chapters offer numerous suggestions for effective storytimes with extensive bibl iographies, video l ists , participation activities and crafts. The various themes comprise seasonal hol idays, both secular and rel igious, as well as standard storytime themes such as mice and zoos. Dai ley also offers some unusual themes such as dessert, i l lness, pizza and kangaroos, each with a plethora of i deas for making the program successfu l . She suggests that l i brarians shou ld feel free to create their own formats, picking and choosing from her suggestions and add ing their favorites, but overal l her plans would work nicely to create an enjoyable 20-minute program for 3-to-5-year-olds. A Storytime Year i ncludes Nancy Carroll Wagner's i l l ustrations to create magnetic board story pieces to accompany stories with in the d ifferent units. The images are qu ite serviceable, although most would need to be en larged for use with magnetic or flannel boards. Dai ley prefers using magnetic boards for their "stick" and gives specific instruction on creating magnetic stories from the Wagner's drawings with specific suggestions for coloring, laminating and use of the materials . Among the chi ldren's program planning guides currently avai lable, Dailey's Storytime Year shines. Overal l , the book is an excellent resource for chi ldren's l i brarians, contain ing a wide variety of themes appropriate for preschoolers. A Storytime Year: a month-to-month kit for preschool programming would be a wonderful asset to both the beginn ing l i brarian looki ng for a place to start and the seasoned professional seeki ng new ideas. Amelia Shelley is Manager, Chi ldren's/Young Adult Services at Laramie County Library System (Cheyenne, WY). Emai l : ashel ley@larm. l i b.wy.us Doll , Carol A. and Barron, Pamela P. (2002). Managing and Analyzing Your Collection: A Practical Guide for Small Libraries and School Media Centers. Chicago: American Library Association. ISBN 0-8389-0821 -7. $26.00 The purpose of this publ ication, which updates the authors' earl ier work, Collection Analysis for the School Library Media Center: A Practical Approach (ALA, 1 991 ), is to introduce to staff in the small or one-person l ibrary simple techniques for evaluating a l ibrary collection. Divided into three chapters, Chapter 1 provides a brief overview of collection development and analysis. The authors stress the importance of collection evaluation or analysis and share success stories from l ibrarians who have used the techniques to acquire additional l ibrary funding. Chapter 2 begins with an introduction to "sampl ing" and three techniques for selecting a random sample. This is followed by descriptions of field-tested techn iques for collection analysis, which include mapping; determining the average age of the collection; comparing the col lection to standard bibl iographies, textbooks or periodical indexes; estimating the cost to update the col lection; and comparing i nformation in various formats. Step-by-step d i rections are provided for using these quantitative methods to col lect and analyze data that wi l l help determine the qual ity of a l ibrary's col lection. In addition, the authors prov ide sample forms for data collection and show how to use spreadsheets and graphs to i l lustrate the results. Education Libraries Volume 26, No. 1 Summer 2003 32 Today many small l ibraries and school media centers have integrated l i brary systems that can generate the data or reports; for l ibraries without an automated system, an appendix describes sampli ng from a shelfl ist. Weeding, an "essential but often overlooked aspect of collection development," is covered in Chapter 3. Doll and Barron d iscuss weeding as a logical follow-up to col lection evaluation. They mention advantages and disadvantages of weeding, and provide some general guidel ines when removing 'obsolete materials from a collection. Librarians who are unfami l iar with col lection analysis wi l l find this an invaluable tool that wi l l help them identify the strengths and weaknesses of their col lections, and justify requests for additional funding. The author l ists books, articles, d issertations, and web sites for further reading. This book is highly recommended. Judy Druse is Curriculum Resources Librarian, Mabee Library, Washburn University. Emai l : judy. druse@washburn.edu Doy le, M. (2002). The Paraprofessional's Guide to the Inclusive Classroom: Working a s a Team. 2"d ed. Baltimore: Paul H. Brookes Publishing. ISBN 1 -55766-538-9. $27.00 According to the U .S. Department of Education, the paraprofessional is among the fastest growing jobs in publ ic schools. As Mary Beth Doyle points out in The Paraprofessional's Guide to the Inclusive Classroom, paraprofessionals go by many names - teacher's assistant, educational aide, instructional assistant. In this second edition, Doyle further clarifies the role of the paraprofessional in the inclusive classroom , in which students with disabil ities are welcomed among peers of their own age, regardless of abi l ity, and treated as valued members of the school community. The Paraprofessional's Guide is designed as a train ing handbook so that paraprofessionals and teachers, special educators, and other school professionals can learn to work together as a team. It defi nes paraprofessionals and their responsib i lities in accordance with the certified personnel they support, emphasizing the need for proper training and supervision (chapter 1 ); delves into further detail about daily classroom routine and the effect of adult proximity on disabled students (chapter 2) ; describes the d isabled student's IEP ( individual ized education program), a set of learning priorities developed by the special educator and implemented with the help of the paraprofessional (chapter 3) ; explains concepts such as multilevel curriculum and instruction and curriculum overlapping, which al low the general educator to teach students with varying abil ities (chapter 4); touches upon classroom behavior, i .e . , what students do versus what they actual ly want to communicate, and what adults can do to promote positive behavior (chapter 5); and deals with the need for student confidential ity (chapter 6). Approximate total trai ning time is five hours, implemented as one in-service day or five one-hour blocks. This second edition keeps al l the great aspects from the 1 997 edition and makes several improvements. Each chapter gives concrete examples that aid comprehension, e .g . , specific student behaviors in chapter 5. I t describes technical terms that might be unfamil iar or confusing, e.g . I EP. I t i s now publ ished in a larger format, which faci litates photocopying the numerous usable and appeal ing forms and worksheets in the appendix. I t goes into further detail in describing common pitfal ls, such as paraprofessionals being asked to fulfi l l roles for which they are not qual ified, and re-emphasizes the need for paraprofessionals to receive proper training and supervision. Particularly noteworthy is the addition to chapter 3 of an articu late and heartfelt essay, d ictated by Peter Hunton , which recounts his childhood experiences as a special education student. It puts a face to the disabled student in the inclusive classroom and shows what it's like to be on "the other side of the desk." Jul ie Shen is Publ ications Assistant at Honnold/Mudd Library of the Claremont Colleges. Emai l : Ju l ie.shen@libraries.claremont.edu Education Libraries Volume 26, No. 1 Summer 2003 33 English Language Bibliography - 1945 to the Present PLUS The British Library General Catalogue of Printed Books (BLC) to 1975. (2002). 1 /2002 Ed. Munich : _K.G. Saur Verlag. DVD-ROM (also avai lable onl ine) ISBN 3-598-40764-5. € 2075 This database is a compilation of several significant l ibrary catalogs including the British National B ibl iography (BNB), British Library Science Reference and Information Service Current Catalogue (SRIS), British Library Humanities and Social Sciences Current Catalogue (HSS), Library of Congress Engl ish­ language books since 1 968, Library of Congress English-language serials since 1 978, and perhaps most sign ificantly, the British Library General Catalogue of Printed Books to 1 975. The database is available on DVD-ROM (updated quarterly and reviewed here) and onl ine (updated weekly). Serious researchers wil l undoubtedly want the onl ine version for its timeliness. The premier edition contained over 12 mi l l ion records and is "the most comprehensive Catalogue of Engl ish language titles ever published ." A product that provides a snapshot of publ i shing activity in the Engl ish language since World War I I is noteworthy. It can be used as a bibl iographic source for collection development, as a tool to update l ibrary catalogs, and as a researcher's standard for bibl iographic i nformation. Scholars wi l l undoubtedly appreciate the abil ity to track both recent and forthcoming titles in their areas. Available searchi ng features are fairly clear with the abil ity to search all the standard fields (author, title, keyword, etc.) as well as some unique fields such as British Library and Library of Congress subject headings, provenance, both the language of the original and language of item, and cataloging institution. Users without complete i nformation about the item they are searching for should be able to find what they need with all of the possible search variables. Searchi ng can be accomplished using a quick search feature, form search (with fi l l- in boxes), expert search (field names required) and browse index entries. Searches are automatically truncated with the exception of the quick search feature which could present problems when search ing for a long title. Location of the various search features on the screen is slightly un intuitive. For example, one might expect to find the buttons for the different search choices somewhere within the search window instead of on the toolbar above. A new user m ight have trouble fi nding what they want unti l they become fami l iar with the database. Searches can be l imited to a specific database. On the DVD version, the British Library catalog must be searched separately from the rest of the catalogs. Display options can be chosen from BLC (British Library Catalog) format, MARC format, bibl iographic format (for citation), and custom format of one's choosing. Searches are saved and dated and researchers can create searches that can be run in perpetuity. In addition , search filters can be created which wi l l run with any future search. Browsing through records is not particularly seamless. The abil ity to move back and forth from short title l ist to individual record is not available within the search window. In order to move back, one must use the "Esc" key, hardly adequate when wanting to browse. Researchers may add notes to individual records as wel l as web l i nks. A symbol is attached to a record when notes have been added alerting the researcher. The abil ity to create one's own "personal database" for research is a bonus. The significance of this bibliography cannot be underestimated . Although some of the searching features could be improved, the sheer size of this database makes it a welcome product for l ibraries and researchers a l ike . Recommended for all l ibraries where there is need. Lesl ie N. Andersen i s Arts Librarian at Californ ia State University, Long Beach. Email : landerse@csulb.edu Education Libraries Volume 26, No. 1 Summer 2003 34 Farmer, Lesley S. J. (1996). Informing Young Women: Gender Equity through Literacy Skills. Jefferson, NC: McFarland. ISBN 0-7864-0240-7. $29.95 Regarding gender studies and information ski l ls, there are two d imensions to this very complex dynamic: content and presentation. Issues such as the point of view of a book or article or whether it is avai lable in print or an electronic format permeate the landscape of feminist studies and their relationship with the world of information. How do the different learning styles of each gender challenge the research process? What about the way in which the resources themselves are created, used and evaluated? Are they male­ centric? Does that make a difference? These are the types of questions that underlie today's fabric of education, its relationsh ip with l i brarianship and, more generally, information. These are also the types of questions that " I nforming young women: Gender equity through literacy skil ls" grapples with and attempts to answer. Farmer begins by stating that " . . . this book is geared to helping l ibrarians and other educators in general to empower young women and men through i nformation and information ski l ls." (p. 3) She guides the reader through several chapters i n which she detai ls gender issues as they exist today and in days past: concepts of self-esteem and gender-associated learning, d ifferent perspectives of learning, the notion of i nformation l iteracy and gender equitable learning activities, lesson plans, and a subject bibl iography. Although the book was publ ished in 1 996, and therefore speaks to the educational and information environment as it existed at that time, the author's analysis of the nature and importance of gender studies is one of the book's strengths. It is clear in its del ineation of the path that gender- based concerns have taken and what the role of the educator, be it teacher or l ibrarian , should be in order to ensure that these concerns are not only addressed, but also insofar as possible with in the scholastic environment, resolved. The author thoroughly discusses specific aspects of the issues she perceives are important within the educational arena. She explains that women have been ignored and trivialized especial ly in the educational l iterature, and display different types of intel l igence such as l inguistic and intrapersonal (p. 24) . The author is a strong advocate for creating an inclusive and empoweri ng "learning community" in which these matters are brought to the forefront and are part of a "conscious change" (p. 36) and i nstitutionalized awareness. But what impl ications do these ideas have for information l iteracy and l iteracy ski l ls as tools for gender equity? I n subsequent chapters, the author states that "the use of i nformation is power." (p . 5 1 ) She then describes the concepts of information ski l ls and problem solving by breaking them down into six categories: task defin ition, research strategies, locating and accessing information, using information, synthesizi ng information, and evaluation. The author then places these relatively abstract categories into the everyday learn ing environment by describing gender-equitable learn ing experiences, whereby "teachers transcend the students' dai ly behavior and look at the long-term ramifications of the content and i nformation processing skil ls to be learned. " (p. 67) The final section of the book contains lesson plans that integrate gender sensitive issues with information ski l ls combined with a comprehensive bibliography detai l ing resources from areas such as education, psychology, social issues and reference works. In describing the lesson plans, the author del ineates over thi rty thoughtful and important topics ranging from art to sports to politics and adheres to the following structure: scenario, content ski l ls, i nformation ski l ls , rationale for the activity, structure, activities, community outreach, culminating experience and evaluation. Though helpful and . thorough, this section was not as developed as the previous chapters. Whi le the structure of lesson plans is useful and highl ights the concepts and issues i nvolved, it does not integrate the six step information process articu lated in chapter five with the real-life topics. The book does a great job of setting up the basis of why we should focus on gender, learning, and education , but the connection with the information issues and ski l ls described could have focused on more concrete examples. There could be more detailed d irections that the students or instructor can follow to conduct the actual research and deal with these very broad topics. Education Libraries Volume 26, No. 1 Summer 2003 35 Despite the generalized nature of this particular section, the content based issues the author discusses are also reflected in the book's arrangement, which is wel l organized in a problem-solution outl ine. The book transitions smoothly from its historical analysis of gender issues to current concerns in the educational environment and the ways in which educators and l i brarians can acknowledge and deal with issues such as learning styles, stereotypes and biases. The author's lesson plans are wel l organized and provide many sol id i deas for generati ng student i nvolvement and fostering learn ing in the classroom . As a whole, the work is useful and important as it is woven in the larger fabric of i nformation literacy, gender studies, and education. Cinthya lppolitti works in the Reference Department of the UCLA Biomedical Library. Email : cboeriu@li brary.ucla.edu Fountain , Joanna F. (2001) . Subject Headings for School and Public Libraries: An L CSHISears Companion (3rd ed.). Englewood, CO: Libraries Unl imited, ISBN 1 -56308-853-3. $55.00 For many years school l i braries and public l ibraries have used the relatively concise Sears List of Subject Headings to organize their holdings in a way that is accessible to thei r users and that i s appropriate for the size of their collections. Now, as small l ibraries automate their catalogs, electronic records loaded into thei r systems include subject headings from the voluminous Library of Congress Subject Headings (LCSH) set. These l ibraries may also use subject headings provided by the Library of Congress through the Annotated Card Program (AC) . AC headings are based on LCSH but differ in an attempt to provide subject headings more easily understood by young people. Joanna F . Fountain's Subject Headings for School and Public Libraries: An LCSH/Sears Companion, 3rd edition, provides crosswalks among the three sets of subject headings. The format of this l ist of more than 30,000 subject headings is very similar to that in LCSH , including cross-references to narrower, broader, and related terms. Added annotations i ndicate congruencies and discrepancies among Sears, LCSH, and AC headings. Many authority fi le names are included to help small l ibraries who do not have access to that information . MARC codes are provided for some headings. The i ntroduction contai ns clear instructions. The earl ier editions of this l ist were compiled from Texas school l ibrary systems' subject headings l ists. The author has supplemented the l ist in this ed ition with headings used by the Texas Library Connection database. Thus, the l ist contains subject head ings associated with the Lone Star State that may not be relevant to small l i brary collections in other places. For example, a school l ibrary in Michigan may not have many works on the Garza fami ly and Garza County (Texas), nor much need for them. This wel l -organized , straightforward book is highly recommended for l ibrarians who are converting their col lections to Library of Congress Subject Headings, and wi l l be useful in small l ibraries that employ LCSH but realistically do not need the ful l five-volume set. Les Canterbury is Collection Development/Reference Librarian at the University of Redlands. Email : les_canterbury@redlands.edu Frank, Anna Marie. (2003). Sports and Education: A Reference Handbook. Santa Barbara, CA: ABC-CLIO. ISBN 1 -851 09-525-X. $45.0 Sports and Education is one of 26 titles in the Contemporary Education Issues series. This series seeks to provide balanced coverage of controversial topics in education and thei r impact on schools, curriculum, students, teachers, parents, administrators, and policymakers. Education Libraries Volume 26, No. 1 Summer 2003 36 Sports and Education is d ivided into six chapters. I n chapter one, Frank analyzes the role that sport plays in the educational process, our daily lives, and society. She critically evaluates child and youth programs, elementary, high school , and collegiate athletics; club sports, and professional and international competition. The defi nitions of key terminology and a timel ine of significant events in Olympic history are included. The evolution of organized sports from the fi rst recorded physical competition of ancient civilization to professional sports' current prominence is the focus of chapter two. Frank provides concise histories of various sports. Brief discussions of gender and racial d iscrimination, legislation to ensure equal ity of participation i n sports, gambl ing, and television's growing i nfluence on sports are included. A timetable of educational, socia l , and sporting events provides historical context. I n chapter three, Frank looks at the critical themes that determine what we learn from sports. She begins with a chi ld's fi rst participation in physical activity, then discusses the positive and negative aspects of such issues as competition, sportsmanship, and the role of sports in bui ld ing character. Frank investigates coach ing and adm inistrative issues, ethical training for coaches, and the need to prevent the increasing number of sports injuries. The controversial issues of recruiting in col legiate sports, el igibi l ity requirements, and the confl ict between education and athletics are examined. Ethical behavior in sports is scrutinized . Frank presents an impartial analysis of two growing problems in sports: drug use and violence. She prov ides statistics on the use of performance-enhancing drugs in sports, and offers a chronology of violent actions by fans to assist the reader in understanding these behaviors. The chapter concludes with Frank asking whether sport should be el iminated from school settings. Her rationale is the overemphasis on sports at the expense of the educational process, portraying sport as a rel ig ion in our society. In addition, there is a conflict inherent in the roles of varsity coach and high school teacher. Chapter four contains an in-depth look at the h istory of minorities and women in sports. Frank provides a history of the integration of sports. She takes a comprehensive look at Title IX and gender equ ity, female physiology, lesbianism in sports , and the ch�llenges faced by female athletes. Timelines of prominent African American and female athletes are i ncluded. The chapter concludes with biographies of significant individuals in sports. Chapter five is comprised of an annotated l ist of organizations associated with sports or physical education. Chapter six contains an annotated l ist of print and Internet resources. A number of errors were found throughout Sports and Education. These errors range from minor misspel l ings of the names of two prominent athletes, Mark McGwire (spel led McGuire in the text) and Max Schmeli ng (spel led Schmell ing in the text) , to incorrect dates of significant events such as Muhammad Ali 's 1 964 heavyweight championship ( l isted as 1 959 in the text) . The most troubl ing errors were those contained within a timeline of prom inent African American athletes of the 20th century (pp. 1 56-7) . The dates of important events do not correspond to the event l isted. The timeline has a significant factual error as it indicates that Will ie Mays surpassed Babe Ruth's homerun record in 1 962. Hank Aaron actual ly set the homerun record in 1 97 4. Upon correction of these errors, Sports and Education may be a useful addition to an undergraduate l ibrary's physical education collection or serve as a textbook for a course on sports and society. It may also be included in high school and community college l ibrary reference col lections. Frank's narrative is concise and clear. Her presentation is unbiased and factual . The statistics and timelines help the reader better understand the important issues within the text. Frank's research is thorough and wel l documented. Warren Jacobs is a Reference/I nstruction Librarian at California State University, Stanislaus. Email : wjacobs@csustan. edu. Education Libraries Volume 26, No. 1 Summer 2003 37 Fredericks, Anthony D. (2001) . Investigating Natural Disasters through Children's Literature: An Integrated Approach. Englewood, CO: Teacher Ideas Press. ISBN 1 -56308-861 -4. $26.50 Fredericks, a professor of education at York University, has authored numerous children's books and teacher resources focusing on elementary education (see http://www.afredericks.com for additional resources and classroom activities) . His new work, Investigating Natural Disasters through Children 's Literature: An Integrated Approach, offers teachers an i nnovative method for help ing students understand and learn about the phenomena of natural disasters through the use of children's l i terature. Fredericks' goal is to promote the idea that science is a process, and that ch i ldren wi l l make better connections in their approach to learning about science through "activities, projects, exercises, and ventures that promote a personal response to science education and learning . " Investigating Natural Disasters i s targeted to elementary grades K-6 with a range of abil ities from h igh to low. Part I includes the general purpose of the book, how to use it, a sample teaching plan , and National Science Education Standards, incl uding both teacher and content standards. Part I I , the majority of the book, is d ivided into activities and processes based on specific titles in chi ldren's literature. Fredericks selects book titles based on criteria from various sources ( including award winners and recommendations from teachers and l ibrarians). Each chapter in Part I I is devoted to a specific natural disaster, such as tornadoes, and includes a selection of chi ld ren's book titles with accompanying activities. For example, one of the books featured in the tornado chapter is Eye of the Storm: Chasing Storms with Warren Faidley. Following a brief summary of the book, Fredericks l ists the Science Education Standards (e.g . , H istory and Nature of Science: Science as human endeavor), critical thinking questions (e.g . , "Did the book inspire you to become a storm chaser?"), and a l ist of activities for students (e .g . , "Ask your students to log onto http://www.germantown .k 12 . i l . us/html/tornado.html and discuss how the information on this site complements the information in the book") . Only seven natural disasters are featured as ful l chapters. However, Fredericks does include other natural d isasters such as forest fi res, bl izzards, hai lstorms, drought, and global warming in Appendix D with appropriate Web sites and l iterature recommendations. Four other append ixes include an annotated bibliography of chi ldren's l iterature, a l isting of recommended Web sites, video resources and teacher resources (although the teacher resources are all titles by Fredericks) . Investigating Natural Disasters is a usefu l resource for elementary education teachers seeking i nnovative ways of teaching students about science that is both fun and i nformative, as well as a valuable resource for teachers, l ibrarians and l i braries supporti ng education programs. Nerissa Nelson is an Assistant Professor at University of Wisconsin-Stevens Point. Email : nnelson@uwsp.edu Gi l lespie, John T. and Naden, Corinne J. (2001) . The Newbery Companion. 2" ed. Englewood CO: libraries Unl imited. ISBN 1 -56308-813-4. $59.00 The Newbery Companion provides an introduction to the winners of this prestigious award in American chi ldren's l i terature. Its purpose is to "combine in one volume information that is found in several sources, to expand on the brief plot outl ines usually given, and to update data through 2001 . " In these goals it succeeds admirably. I t begins with a biography of publisher John Newbery and an interesti ng account of the award's founding, criteria , and selection process. Each entry, arranged chronologically, contains an introduction to the book and author, including origins, inspirations, and other works; an extensive plot summary; a short paragraph on the book's themes and subjects; suggestions for passages to use in class d iscussion called incidents for booktalks ; five or so related books with a one line description each; and a references section cal led "About the book and author." The bibl iographic information for each title Education Libraries Volume 26, No. 1 Summer 2003 38 i ncludes grade level, ISBN and price, but not number of pages. Honor books are also l isted , with a short plot summary only. This second edition adds a paragraph about criticisms of the award. It also adds award winners since the first edition and updates the suggested related titles for each entry, replacing selections that are now out of print. The bibliography on John Newbery, the award, and award recipients has been expanded, now including journal articles and more varied perspectives. The Companion is a good source for teachers and parents selecting award winning books for children. Through the plot summaries, booktalk incidents, and themes and subjects sections, it provides enough information to match books to chi ldren's interests and to curricular objectives. Librarians can use it for ready reference. It can also serve as a readers' advisory source, both for the award winners and their related titles. For the same reasons, small school or publ ic l ibraries may find it a good choice since the Newberys are "m ust have" items, and book budgets may not stretch very far beyond them. It is also an excellent source for education students and busy teachers, to deepen their understanding of the history of ch i ldren's l i terature, suggest ideas for classroom discussion , and gain quick access to background sources, especial ly those basic sources commonly held, such as Something About the Author. Many elements that might be included in such a work are beyond the scope of this one. For example, it does not attempt to prov ide critical analysis; the bulk of each entry is devoted to plot summary. Suggestions on how to use the book in the classroom are l imited to the few booktalk passages ( ind icated by page numbers) with a brief sentence about why they might make for good d iscussions. The reference section following each title is l im ited . Many sources are repeated in entry after entry, such as Petersen and Salt's Newbery and Ca/decott Medal and Honor Books: 1922- 1981. While this might be "ideal for teachers with few l ibrary reference sources at hand , researchers and l ibrarians looking for more targeted reference sources wil l need to consult standard indexes. While the volume's index can easily be used to locate information on known titles or authors, it is not very useful for locating titles by subject; themes and subjects identified in the entries are seldom found in the index. Nor is there any indication for the basis for the system of the index's subject headings. Despite these l im itations, the volume does accomplish its goals in a wel l-written , straightforward manner. It wil l be a highly useful tool in any collection of chi ldren's l iterature, sure to be consulted often by l i brarians, teachers, and education students. Christina M. Desai is a Reference Librarian at Morris Library, Southern I l l inois University, Carbondale. Emai l : cdesai@lib.siu.edu Januszewski, Alan. (2001 ). Educational Technology: The Development of a Concept. Englewood, CO: Libraries Unl imited. ISBN1-56308-749-9. $48.00 In his book, Professor Alan Januszewski of Educational Technology in the School of Education at SUNY­ Potsdam, focuses on the changing definitions of educational technology over time and how these defin itions reflect changes in the field and profession. In describ ing and interpreting defin itions of educational technology, Januszewski effectively and thoroughly raises questions about the nature of educational technology as a profession. The intended audience of this text includes professors and students of educational technology. However, practicing educational technology professionals can also benefit from Januszewski's thorough research and historical analysis. This reader found useful both the section detai l ing the "Forerunners to Educational Technology" from as early as the 1 920s, and the sections discussing the ongoing debates about what has contributed to making educational technology a profession and field of study. The text, organized chronologically, is divided into six sections. The first section, "Forerunners to Educational Technology", portrays how the development of educational engineering, science in Education Libraries Volume 26, N o . 1 Summer 2003 39 education , and the AV education movement shaped and defined educational technology in the 201h century (p . 8). The section goes on the to d iscuss the i nitial uses of the phrase educational engineeri ng by Frankl in Bobbitt and W.W. Charters in the 1 920s in relation to approach ing development of curricu lum, as well as Dewey's view of science in education as "idealization of scientific inquiry as a general model for reflective thinking." (p. 9) The second section , "The Official I nception", further discusses the development of the AV education movement and analyzes the fi rst official defin ition developed by the Department of Audiovisual I nstruction in 1 963. As Januszewski states, "the fundamental tenet advanced by writers of the first defin ition was that the it (audiovisual communications) was a branch of educational theory and practice. " (p . 2 1 ) The author d iscusses how this first defi nition can be viewed as an attempt to bring together for the first time fragmented bits of theory, technique and history for the AV literature into a coherent statement defi ning AV communications as a field of study (p. 23) . Also i ncluded in this section are analyses of the impact of the "process view of educational technology" and the influence of communication theories and models on educational technology. Chapters 3, 4 and 5, "The Struggle for Identity," "The Systemization of Educational Technology," "The Ful l C i rcle," examine the next three definitions of educational technology from 1 972, 1 977, and 1 994. By the time of the 1 972 defi nition, DAVI had changed its name to the Association for Educational Communications and Technology (AECT). In addition , the 1 972 defin ition was the first to define the term "educational technology" rather than the term "aud iovisual communications." (p . 49) One of the main reasons for a new definition i n 1 972 was that many professionals in the field wanted to move away from the behaviorally based psychology reflected in the 1 963 definition's language to humanistically based psychology. (p. 50) The 1 972 definition was considered an interim defin ition. Records of discussions, supporting rationale and early drafts of the 1 972 briefer definition helped shape the 1 977 defin ition and framework for the field , which was publ ished as a 1 69-page book by the AECT. The intention of the 1 977 definition was to analyze the complex ideas and concepts used in the educational technology field and to show how these concepts and ideas related to one another. (p. 78) The 1 977 defin ition also attempted to define the relationship - and distinction -- between instructional technology and educational technology. By the 1 994 definition , it was acknowledged that the terms instructional technology and educational technology were used interchangeably by most professionals in the field. (p. 1 06) The 1 994 defin ition was much shorter than the 1 977 one, but made expl icit assumptions and characteristics of instructional technology in an attempt to "maintain a clear and concise definition statement that would account for the varied interests of the membership of the field . " (p. 1 07) Januszewski states that what makes the 1 994 definition unique is that it ties together the components of theory and practice , design , development, util ization, management and evaluation, processes and resources, and learning. In the last chapter, "Problems with Definitions of Educational Technology," the author discusses the d ifficulty of defining a field and a profession with language that is always open to interpretation and i l l ustrates some of the potential · complexities of d ifferent individuals d ifferent understandings of educational technology. However, he also makes the point that it i s by continual ly redefining itself that a field of professional study remains dynamic. Januszewski does a thorough job of describing the evolution and impl ications of the defi nitions of educational technology, from the Department of Audiovisual Instruction (DAVI) defi nition of 1 963 through the AECT definition of 1 994. As Januszewski states, "d iscussions of educational technology and its related concepts can shed l ight on how practitioners and users of these terms view educational technology as a field of study and as a profession ." (p. 1 1 8) Kathlene Hanson is Electronic Resources Coordinator at California State University, Monterey Bay. Emai l : kathlene_hanson@csumb.edu Education Libraries Volume 26 , No . 1 Summer 2003 40 Kenny, Robert. (2001 ). Teaching TV Production in a Digital World: Integrating Media Literacy. Englewood , CO: Libraries Unlimited. ISBN 1-56308-727-8. $38.00 This course guide i l lustrates the multi-discipli nary nature of broadcast i nstruction , combining a basic introduction to several d ifferent aspects of broadcast studies into one work aimed at teachers of i ntroductory high school television production classes as wel l as other media-l iterate instructors. In the introduction, the author observes how technological changes have impacted broadcasting since the advent of the World Wide Web and the widespread use of personal computers. He discusses the impact of the Telecommunications Act of 1 996, and argues that the current less restrictive regulatory environment makes the development of more media-l iterate citizens a particularly timely, important goal. The book is divided into seven chapters and several supporting sections. The first chapter, "Class Administration", covers the general structure of the lessons and offers suggestions for class activities. Chapters 2 through 7 al l i nclude lessons and activities designed to take no more than 40 minutes each so that they wil l fi t into a single class period. Chapter 2 covers l iteracy and critical th inking issues, such as "Deconstructing Commercials" . Chapter 3 introduces equipment and technical terminology, wh i le Chapter 4 concerns writing. Concepts discussed include scriptwriting, storyboard ing, active vs. passive voice, how to write a good lead , and how to write interview questions. Chapter 5 describes visual design principles and performers' body language. Chapter 6 offers a concise h istory of broadcasting while Chapter 7 deals with production and post-production processes. A long l ist of appendices includes activity sheets, equipment checkl i sts, storyboard worksheets, and other useful documents. The book includes references and an index. Lessons combine classroom i nstruction, group work, independent study, and written exercises. The author's focus on short exercises that can be completed in a single class period shows that he understands and is sympathetic to the time pressure classroom teachers must deal with . The unique features of this book are the "stand-alone" chapters that can be used i ndividually or in sequence and the accompanying website. Kenny suggests starting off with extremely simple production projects so instructors can balance their desire to provide students with adequate preparation for using the equipment with students' desire to begin using the equipment as soon as possible. He also recommends a two-to-one ratio of hands-on production and group work versus the traditional lecture presentation . The book is designed to be used in conjunction with a website, which contains timely supplementary materials for teachers and students; this approach an excellent one for a rapid ly changing field l ike broadcasting. However, the l inks across the top that appear to lead to actual chapters of the book did not work for this reviewer. The optional student workbook is simi lar to the teachers' edition but includes glossaries that defi ne the terms used in each chapter and fi l l-in-the-blank exercises. It may also be used in conjunction with an interactive CD-ROM, Videolab 2. 1 , developed by San Francisco State University broadcast professor Herb Zettl . Overall , the book is well laid out and well written . Blocks of text are frequently broken up by "activities," some pre-class and some in-class. Examples and exercises are timely and interesting. Unl ike many basic TV production handbooks, the book encourages students to think critically about media, particularly in Chapter 2 . Teaching TV Production in a Digital World: Integrating Media Literacy combines too many aspects of broadcast studies to be useful at larger universities with substantial broadcast programs, where the various concepts covered - media l iteracy and criticism, TV production, broadcast history, broadcast writing, and visual design - usually exist as stand-alone courses . However, it is an excellent textbook, or "course guide," as the author prefers, for a basic introductory television class at the high school or perhaps even community college level . Paul Kauppi la i s Reference/Instruction Librarian at the Dr . Martin Luther King, J r. L ibrary, San Jose State University. Email : pkauppi l@emai l . sjsu .edu Education Libraries Volume 26, No. 1 Summer 2003 41 Kohl , Kay and LaPidus, Jules. (2000). Postbaccalaureate Futures: New Markets, Resources, Credentials. Phoenix, AZ: Oryx Press. ISBN 1-57356-360-9. $38.95 Today, nobody would question the impact of technology and the Internet on our day-to-day lives; therefore, you probably wouldn 't doubt that the academic world has also changed. The book is a col lection of fifteen essays presented at the Aspen Col loquium, November 1 998, and targeted to higher education providers who supply the needs of working adults . Members of higher education institutions and the private sector developed these essays, which cover emerging markets, strategies, and credential ing whi le balancing private and public good. Learning can be found and received from outside traditional institutions, such as the corporate world . Universities are faced with new competitors for the student mind and student dollar. In fact, the very definition of "student" has changed , along with needs and location relative to education and professional development. As Kohl notes in "The Postbaccalaureate Learning Imperative ," " . . . today's typical graduate student is female in her thirties, married with dependents, and takes classes on a part -time basis whi le also hold ing a ful l-time job." How can traditional institutions survive while maintaining standards and qual ity of education, let alone credential ing? The questions raised in these essays are thorough and complete, as expected from academia. I n fact, this "stop, think and reflect" approach should be used more by society before fall ing prey to the latest, hottest new tech toy, stock option or dot.com . Although many questions are raised , the book offers ten recommendations, yet few answers or solutions to the cause of committed advancement for both economic and cultural objectives as defined by the editors. The book may be timely in the world of academia, but is is a l ready out of date . The economy has changed as dot .coms have gone bankrupt and recession has loomed . Th is rei nforces the argument of those who chose the "wait and see" option before investing i n new areas or technology. However, to totally ignore technology and remain status quo for academic institutions is not a recommendation put forth by the editors. The corporate world is already aware of the new consumer and their needs. Any academic who doubts th is would well to read and reflect on these essays. Change the title , tone down the writ ing, and this would be a bestsel ler, a must read in the business world . Lisa Marrello i s an Account Manager, Academic Market, for Carswel l Thomson Professional Publ ishing. Emai l : l isa.marrel lo@carswell .com Kuta, Katherine Wiesolek and Zernial, Susan. (2000). Nove/ Ideas for Young Readers: Projects and Activities. Englewood, CO: Teacher Ideas Press. ISBN 1 -56308-791 -X. $24.50 Kuta and Zernial go beyond the "creative book report" to activities and projects that lead student through the entire reading experience. These pre-during-post activities can be used with different genres of l iterature. Unl ike many other book reports the students wi l l need to read the book to complete the assignment. For example, the "Mobile of Characters" adds a l ist of characters and what "makes him/her d ifferent in the book." The activities are separated into three parts: Reading and Writi ng, Representing and Viewing, Speaki ng and Listening. These different parts al low the teacher to either focus on a specific ski l l (e.g . , l istening) or al low the students to select a project that meets their learning style. When I "road tested" this book with my sixth grade classes I was able to provide options for those with learning disabil ities without dumbing down the project. For students who need to be chal lenged, the projects were available or easily adapted. Education Libraries Volume 26, No. 1 Summer 2003 42 Projects are i ncluded that i ncorporate small group work. Panel discussions, interviews, and commercials are included. These could be helpful for the class that is reading a book together. All projects include assessment guidel ines. Nove/ Ideas is a valuable resource for the school l ibrary col lection. Kuta and Zernial have moved beyond the cutsey project to ones that i ncrease student involvement and learning . Paula Laurita is the Library Media Specialist at St. John's School i n Madison, AL. Emai l : plaurita@stjohnb.com Leslie, Roger and Wilson, Patricia Potter. (2001 ) . Igniting the Spark: Library Programs That Inspire High School Patrons. Englewood, CO: Library Unl imited. ISBN 1 -56308-797-9. $35.00 Igniting the Spark: Library Programs That Inspire High School Patrons is another collaboration of Roger Lesl ie , a teacher-library media special ist, and Patricia Potter Wilson, Associate Professor with the School of Education at the University of Huston-Clear Lake. Exploring l ibrary-programming ideas targeting the school age audience, this work is the second title in their three-part Library Programs That Inspire series designed to address the programming needs of different educational levels. While their fi rst work, Premiere Events: Library Programs that Inspire Elementary School Patrons, focuses on programs for elementary school youngsters, this title emphasizes programs for the high school level audience and is mainly based on Roger Lesl ie's first- hand experience as a high school media specialist. It is not a book of theory, but rather a planning handbook that wi l l a l low l ibrarians to venture into a broad range of programming ideas beyond merely curriculum support or enrichment. With this goai in mind, the authors purposely defi ne "media center programming" in i ts broadest sense to include "any special event consisting of planned activities that are developed and shared to achieve predetermined learning objectives." (p.3) · Igniting the Spark is divided i nto eight coherent chapters that take i nto account every facet of l ibrary program development. These chapters address everything from ideas generating , stage-by-stage planning and executing , to assessing l ibrary media programs. Several chapters include ready-to-use surveys, assignments, and evaluation forms, along with samples and photographs of real-l ife programs, such as the hol iday showcase display at Menchvi l le High School , Newport News, Virg in ia. I n chapter 6 , the authors l ist some of the best I nternet resources supporting media special ists and teachers. The final chapter h igh lights more than fifty excel lent sample programs from high schools across the United States, making Igniting the Spark a gateway to l ibrary programming creativity. What makes this title stand out from the other l ibrary programming books is the authors' unique way of approaching the topic. By tracking stage-by-stage development of an actual program developed by Roger Lesl ie at his high school and supplementing it with practical advice, useful model samples and reference resources , the authors ind isputably succeed in ach ieving their three objectives for this book: 1 ) to offer detai led i nformation for planning, executing, and assessing school l ibrary programs; 2) to emphasize the benefits of such programs; and 3) to share winning program ideas developed and carried out by high school media special ists at award-winning schools across the United States. Capturing the interest of energetic, independent-mi nded students is a common challenge of l ibrarians worki ng in all types of educational institutions, whether it is a primary, secondary, or higher educational institution. Although the book is intended for high school l ibrarians, many of the programming ideas, princi ples, and suggestions are equally valuable to col lege or university l ibrarians who are seeking creative programs to inspire their undergraduate students. Cynthia Hsieh heads technical services for the University of the Pacific Library. Email : schsieh@uop.edu Education Libraries Volume 26, No. 1 Summer 2003 43 McCain, Mary Maude and Merri l l , Martha. (2001 ) . Dictionary for School Library Media Specialists: A Practical and Comprehensive Guide. Englewood, CO: Libraries Unl imited. ISBN 1 -56308-696-4. $42.00 Authors McCain and Merri l l get an E for Effort for their first attempt at a comprehensive dictionary for school l ibrary media special ists. Their surprisingly s l im volume contains short, 2-4 l ine definitions of everything from AACR2 (See Anglo-American Cataloging Rules, 2nd edition) to Zoom lens (a lens with a variable focal length). The defi nitions range from the mundane (Book: a written or printed work on variable sheets of paper) to the esoteric (Laser: see Light Amplification by Stimulated Emission of Radiation). The words i ncluded in the dictionary are selected from the enti re field of school l ibrary media , including l ibrary and information science, education, l iterature, and technology. An earl ier comparative work is Faye Dix's Marshal l 's School Librarian's Encyclopedic Dictionary, published in 1 979 by Parker Publ ishing. McCain and Merri l l 's Dictionary has far more entries than the earl ier Marshal l work, and the entries are much more concise. The Marshal l work is truly an encycloped ia, with page-length defi nitions and context. Works closer in style for comparison purposes are the ALA Glossary (Young, ed. 1 983) , and Harrod's Librarian 's Glossary (2000) . When comparing a simple defi nition such as "book" to those works, McCain's definition was far more simplistic. Occasionally, defin itions such as "book fair" have a different meaning in the general l i brary world than they do in the school l ibrary media setting. For those definitions, this book is helpful in providing definitions keyed d irectly to school l ibrary media. This work also provides complete definitions for most technology words and phrases, including spell ing out common acronyms , such as "LASER" or "MODEM." As with most first efforts, McCain and Merri l l 's efforts have room for improvement. The overuse of "see" references is annoying, especially given the wide use of acronyms in the school l ibrary media fie ld . Using "see also" would have el iminated this irritation , and wou ld also have provided the defin ition for those who would probably look for "HTML" instead of referring them to "HyperText Markup Language." The source of defin itions is not clear. The authors note that they received suggestions for terms from an advisory committee and their own search of the l iterature, but they give no ind ication how they developed the defin itions. A short explanation in the introductory section to the book would add credibi l ity to this book as a resource. The length of some definitions is also a concern. Whi le 2-3 l ines are sufficient for most defin itions, some suffered from lack of context. A more complete definition or the use of examples would have been helpful in some cases. Omissions are also a problem , but one that can be corrected in the next edition. While the authors state that the field of school l ibrary media is complex and overlapping with many other fields, this rather sl im volume is surprising . The authors have drawn words from technology, from l ibrary and information science, from l iterature, and also from education. The thorough attention to technology is impressive, but there are omissions in the education arena. In summary, this is a worthy fi rst effort at a dictionary for school l ibrary media. It is recommended for education l ibraries, however, a 2nd edition with more complete definitions and context where needed, authoritative sources of defin itions and incl usion of currently omitted terms wi l l be a much more useful resource. Gail Dickinson is Assistant Professor, Department of Library and Information Stud ies, University of North Carol ina at Greensboro. Emai l : gkdickin@uncg.edu Education Libraries Volume 26, No. 1 Summer 2003 44 Mil ler, Elizabeth B. (2001 ). The Internet Resource Directory for K-12 Teachers and Librarians. 2001 /2002 Ed. Englewood : CO: Libraries Unl imited. ISBN 1 -56308-91 3-0. $30.00 Most teachers seek out information on the I nternet by going to a search engine such as Goggle.com. In their desire to find topic specific reference materials they come up on various other web sites that may be interesti ng, but don't really give them what they are seeking. This causes information overload . This d i rectory, a compilation of I nternet resources broken down into subject categories, makes finding onl ine information straightforward and effortless. The layout of the Internet sites by use of a content page, and a site and subject i ndex, makes it easy for the user to locate exactly what they want without spend ing effortful hours going through each page. This guide of I nternet sites that are wel l researched for accurate and rel iable information is sequenced to help teachers and l i brarians plan thematically and in al ignment with national and state standards. This source could be used as reference material in public and academic l ibraries, especially at un iversities with teacher preparation programs. School media specialists who are looking to integrate the I nternet i nto K-1 2 curricula would fi nd this d i rectory a d istinct asset. It is a lso a wonderful foundation for parents to use who home-school and need safe educational materials to supplement the traditional book and paper format of teach ing. This resource can make learn ing fun again by addressing various learning modalities. This resource also gathers professional development sites including free print subscriptions to magazines and journals. This directory is a must for private col lections too. Its main drawback is the same for all print d i rectories of web sites: t imeliness. Hope Marie Cook heads the Curriculum Center and Librarian, Eastern Connecticut State University. Email : CookH@easternct.edu Quil l , Kathleen Ann . (2000). Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism. Baltimore, MD: Paul H. Brookes Publ ishing Co, ISBN 1 -55766-453-6. $56.95 Recent articles in the popular media have highl ighted the fact that an increasing number of chi ldren are being diagnosed as autistic, or as having features of autistic spectrum disorder. Until recently, most people have thought of autism as demonstrated in the classic form of the disorder where ch i ldren lack normal language abi l ity and social impulses. However, as this book demonstrates, there are , in fact, many variations on this complex disorder, from extremely low functioning to very high functioning. Sti l l , even autistic ch i ldren with fairly wel l developed language ski l ls wi l l have great d ifficu lty understanding or inferring other people's thoughts, feeli ngs and intentions, and in functioning in social situations. The stated purpose of this volume is to provide intervention guideli nes across the autistic spectrum i n order to address the socia l and communication ski l l deficits that are a highl ight of this disorder. I t i s particularly applicable to the preschool and elementary sett ing, although many of the suggested interventions are equal ly effective with older chi ldren. It is aimed at educators, cl in icians and parents and is most helpful for those providing direct intervention services while providing invaluable background for a l l those who have an autistic child in their l ives or their classrooms. Chapters 1 and 2 discuss the developmental characteristics of autism , and provide a good introduction to the complexities of autism and its multiple presentations. Chapter 3 provides an assessment, the Assessment of Social and Communication Ski l ls for Chi ldren, which is a newly developed instrument. Chapters 4 and 5 look at options for interventions, whi le Chapters 6-9 focus on specific elementary curricular activities to bui ld the ski l ls addressed in the assessment. It i ncludes a useful resource section that l ists assessment tools, distributors, web sites, children's books etc. Al l references are gathered in a l ist at the end of the book, and a useful i ndex aids in locating particular activities and interventions. Education Libraries Volume 26, No. 1 Summer 2003 45 The title of the book refers to the framework used for designing socia l skil ls interventions. I n almost every social situation we are required to Do-Watch-Listen-Say, something most of us do natural ly but which is extremely difficult for an autistic chi ld . This book prov ides a framework for teaching these chi ldren how to integrate the cognitive, social , language and communication requirements of social play. It provides an excel lent introduction to the complex social and communication issues inherent i n autism and provides many practical and well researched intervention strategies. The author does an excellent job of explain ing the pedagogical process, the methodology and the various possible outcomes of each intervention/lesson. Qui l l is affi l iated with The Autism Institute in Essex, Massachusetts and this book bui lds on her work Teaching Children with Autism. This book is highly recommended for its target audience of educators, parents and cli nicians. Jacquel ine M. Borin i s Coordinator, Reference & Electronic Resources at Cal State San Marcos Library. Email : jborin@csusm .edu Pappas, Marjorie L. and Tepe, Ann E. (2002). Pathways to Knowledge and Inquiry Learning. Englewood, CO: Libraries Unlimited. ISBN 1 -56308-843-6. $35.00 In their i ntroduction , Pappas and Tepe set the stage for their book by portraying natural ly curious ch i ldren practicing inquiry learning. They introduce the concept of process and provide an overview of the book. Each chapter and three of the five appendices incl ude references and web resources as appropriate, which can aid in curriculum planning. The Pathways to Knowledge TM process model is the focus of the fi rst chapter. Scenarios of students involved in thematic un its are interspersed with d iscussion of the model's six stages: appreciation, presearch , search, interpretation, communication, and evaluation. Both general and specific strategies are developed for each stage of this nonlinear process. The graphic representation of the model is found in Append ix A and can be viewed at http://www.pathwaysmodel .com, which contains the extended text version. I nqu iry learning is introduced in Chapter Two. Pappas and Tepe define inquiry as "an investigative process that engages students in answering questions, solving real world problems, confronting issues, or exploring personal interests." (p .27) .They discuss the place of inquiry learn ing in constructivist learn ing theory, and include helpful reproducible figures. An opening scenario and a Heroes Planning Guide found in Appendix B are used to i l lustrate the discussion . Chapter Three, "Getting Started with Pathways," not only aims at showing teachers and l i brarians how to begin using the process model with students but also attempts to bui ld enthusiasm for the effort. Again the authors use thematic units as the basis of scenarios to introduce the chapter. The relationship between the Pathways model and the 1 998 Information Literacy Standards for Student Learners (AASL and ACET) is explored , and the need to i ntegrate state standards is introduced. The necessity for col laboration between teachers and l i brarians is d iscussed and demonstrated . A reproducible blank Unit Planning Guide is featured in the chapter whi le completed ones can be found in append ices. Technology is the star of Chapter Four, with emphases on software tools, the Internet, and ful l-text periodical databases. The authors mention appropriate technology tools for each stage of the Pathways model , giving specific examples and includ ing an extensive l ist of web resources. The final chapter deals with change, specifical ly how the Pathways model and inquiry learning can foster curriculum change from the traditional teacher-centered model to a contemporary student-centered model . They include a rubric of seven indicators for curriculum change that are then discussed more ful ly. In addition to introducing the change process and providing an appropriate scenario, the authors include an advance organizer, Fostering Systemic Change, as Appendix E. Education Libraries Volume 26, No. 1 Summer 2003 46 This book focuses on helping the reader "understand what inquiry learning and Pathways might look l ike i n practice ." (p.xi i i ) Whi le the book is clearly aimed at K-1 2, valuable i nformation can be applied to college l ibrary instruction sessions. As the co-authors of Pathways to Knowledge™, Pappas and Tepe are wel l qual ified to write on this topic. Marjorie Pappas teaches l ibrary science at Eastern Kentucky University and has prev ious experience as a chi ldren's l ibrarian, a l ibrary media specialist, and a district supervisor of l ibraries and technology. Ann Tepe is currently Di rector of Curriculum Development for Follett Software Company, and teaches a web­ enhanced course on i nformation research for Wright State University; she special izes in i nformation l iteracy and technology integration for K-1 2 education. Elizabeth Parang is Serials/Electronic Resources Librarian at Pepperdine University Libraries. Email : El izabeth . parang@pepperdine.edu Schall , Lucy. ( 2001 ) . Booktalks Plus: Motivating Teens to Read. Englewood, CO: Libraries Unl imited. ISBN 1 -56308-81 7-7. $37.00 The title of this book, Booktalks Plus: Motivating Teens to Read is a bit of a misnomer. This volume presents annotations of one hundred young adult titles published between 1 996 and 1 999 selected for qual ity by the author. The annotations are arranged thematically under four broad divisions: "the world reacts," "we act," "forces try to confound us," and "we struggle and give." Each theme is divided further into relevant subthemes such as fami ly confl i cts, nature, and the supernatural . Each entry contains a summary, description, booktalk, related activities, and l ist of related works (other young adult books and teacher resources) . There is also a combined author, title index and a separate subject i ndex of all resources at the end. All of this is a formidable/esource for the l i brarian and classroom teacher. I think of a booktal k as a passionate advertisement for a book. In applying that definition to this volume, readers might fi nd some of the booktalks to be deficient. The talks range in qual ity and length from the two sentence talk for the books, Star Wars: Episode I. Incredible Cross Sections, The Definitive Guide to the Craft of Star Wars: Episode I and Star Wars Incredible Cross Sections, The Ultimate Guide to Star Wars Vehicles and Spacecraft, "Show the following foldouts: "Death Star" in the 1 998 volume and/or "Droid Control Ship" in the 1 999 volume. The interest should be incredibly high . " (p. 1 38) to the half-page talk for Harry Potter and the Goblet of Fire beginning "Potter Stinks." That's what the flashing buttons at Hogwarts are saying. Harry isn't going to be the star Quidditch player this year. In fact, he might not be the star anything. Harry might d ie ." (p. 1 84) Some of the booktalks include language or approaches that might not be in keeping with the contemporary realities of today's classrooms. The booktalk for White Wolf by Henrietta Branford , begins, 'The white man wants to raise the wolf as a dog. The Native Americans want to send his soul to "travel the spi rit world . " (p. 26) Perhaps, the author might have substituted more value-free language for the phrase "the white man." Similarly, the booktalk for The Dangers of Tattooing and Body Piercing by Laura Reybold (p. 1 0-1 2) focuses on the negative aspects of tattooing and body piercing, and mentions rel igious prohibitions against tattoos or piercing, forgetti ng that there are cultures which do endorse piercings such as nose rings and tattoos. There may be schools with students and parents who have piercings and tattoos. The booktalk asks students to share their experiences with piercing and tattooing, but the activities that fol low the talk concentrate on the negatives rather than reflecti ng a broader world view and a more balanced level of inquiry on this topic for students. Sti l l , this book shows the expertise and depth of knowledge of the author, Lucy Schal l . Schall is a former English teacher with over th irty years of experience and a reviewer for VOYA. In this book, Schall makes powerful connections between recent young adult l iterature and the works of Shakespeare and Melvi l le, as wel l as classical and contemporary poetry. Booktalks Plus: Motivating Teens to Read succeeds as a Education Libraries Volume 26, No. 1 Summer 2003 47 handbook of activities for connecti ng the curriculum to recent young adult l iterature. However for neophyte booktalkers, I would recommend the Booktalking series edited by Joni Richards Bodart or websites such as Nancy Keane's Booktalks Quick and Simple, http://nancykeane.com/booktalks/. Shei la Kirven is the Education Services Librari an at the Congressman Frank J . Guari n i Library of New Jersey City University in Jersey City, NJ. She is a former Young Adult Services and school l ibrarian . Emai l : skirven@njcu.edu Stanley, Deborah B. (2000). Practical Steps to the Research Process for Middle School. Englewood, CO: Libraries Unl imited. ISBN 1-56308-763-4. $34.50 Stanley's work addresses Library Media Teachers' (LMTs) need for creative ideas and methods to increase their collaborative teaching role in the middle schools. This book also confronts the widespread problem of students' lack of abil ity to effectively access, organize, and evaluate i nformation as part of the research process. The book is divided into four sections and thi rteen chapters. The first section features valuable and specific information about how a LMT can become an effective col laborator with other classroom instructors. The second section offers detail about Stanley's six-step research process model and provides scripted classroom dialogues on how to teach each step. Sets of supplemental topics are addressed in sections three and four, including Dewey Classification, Boolean Logic, technology incorporations, and project ideas tied to the American Library Association and Association for Educational Communications and Technology's I nformation Literacy Standards. There are many aspects of this book which are of great benefit to the field . Stanley's use of scripted classroom dialogue as the central method for delivering her lesson plan ideas is powerful because the reader is exposed to key anecdotes that augment the lesson and to tactics for addressing typical student questions and concerns. Teachers are often puzzled about appropriate structures and parameters for research assignments so Stanley provides an outstanding set of quantitative connections between the number of subtopics needed for a paper, to the total number of sources needed, to numbers of note cards, i n-class research days, and final paper page length. The second step in Stanley's research process is the development of subtopics that serve as ari outl ine structure for the written work. Stanley's subtopic step is a key contribution to research process thought for middle schools because it offers an important transition from lower elementary reports focusing on one broad topic to high school level development of a thesis statement. Book selectors and LMTs should be aware of some weaknesses concerning this book. Stanley prov ides instruction ideas about creating reference l ists, but she does not address the importance of using accompanying i n-text citations. Also, whi le it is general ly good to teach the idea that one should not simply copy information from a book, this act does not necessarily violate copyright law as the book impl ies. Further, whi le i t is important to ask students to use multiple sources to support any one written paper, the use of only one source for a written piece does not equate to an example of plagiarism. Even in l ight of these l imitations, this book is an important text for LMTs seeking high qual ity curriculum for teachi ng the research process. Corey M . Johnson is an Instructional Design Library at Washington State University. Emai l : coreyj@wsu .edu Education Libraries Volume 26, No. 1 Summer 2003 48 Will iams-Boyd , Pat, Ed. (2003). Middle Grades Education: A Reference Handbook. Santa Barbara, CA: ABC-CLIO. ISBN 1-851 09-51 0·1 . $50.00 Pat Wil liams-Boyd has put together an excellent collection of essays on middle school education. The book covers the major topics related to middle school teaching includ ing appropriate schedul ing, meeting individual student needs, and diversity and grouping as it applies to m iddle school students or "trC!nsescents." There are ample examples of teaching methods and how to use recommended strategies. For example the concept of "process" is explained in detail whi le also providing a figure that l ists appropriate activities for students at, below, and above grade level . Current concepts i n contemporary educational practices are explored incl uding constructivism, inquiry learn ing, and problem-based learning. As stated in the preface, the book "examines the differences between traditional j unior h igh schools and h igh performing m iddle grade schools." In the eight chapters that follow, the authors careful ly consider the major concepts related to educating students at the m iddle school level . I n the first chapter the purpose of having middle schools versus the more traditional junior high school arrangement is addressed. Of particular i nterest is the reference to three major documents that have influenced change in the way middle schools function: An Agenda for Excellence at the Middle Level; Turning Points: Preparing American Youth for the 2151 Century, and This We Believe. Accord ing to Wil l iams-Boyd , middle schools exist to meet the dynamic changes in adolescent students' lives. Middle schools also address the worth or value of young adolescents. Wil l iams-Boyd further argues that middle schools are driven by the goal of meeting the students' needs both individually and as a group. Thus, in chapter two, authors Matthew Harbron and Wil l iams-Boyd discuss the need for middle school students to express their creativity wh i le at the same time remain part of the larger peer group. The authors i l lustrate how good middle schools should address these ski l ls and needs. They also explore the work of several experts in education and psychology (e .g . Piaget and Maslow) making the book a useful "handbook" as the subtitle impl ies. It is also comforti ng to see that the handbook includes information on important topics such as "pedagogical perspectives" and moral education . Wil l iams-Boyd, again the author of this chapter, d iscusses the value of the "moral domain" and its importance in educati ng middle school students as i n the chapter on "Democracy Education . " This is tantamount to educating this age group and , i n fact, reminds the reader of a basic principle for schools in America: "perpetuating the values and enduring concepts upon which our society is bui lt." Once again there is discussion on peer groups and the importance they play i n middle school age students. Although this book is an excellent resource for current and pre-service middle school teachers, some questionable comments appear. For instance, on page 2 the statements "jun ior high schools contend that their primary purpose is to prepare students for high school" and "jun ior highs are content driven and teacher di rected" appear. These statements are made in comparing the difference between middle schools and the more traditional junior high school . Other statements such as junior highs emphasizi ng recitation and repetition in contrast to m iddle schools emphasizing conceptual application and implementation of knowledge may be problematic for readers who, in fact, teach in j unior high schools. As a former junior high school social studies teacher, this reviewer knows that many of the principles outl i ned in Middle Grades Education are also employed in j unior and senior h igh schools. Simi larly, whi le the handbook does a good job of outl in ing the personal characteristics and professional competencies required of being a good middle school teacher, there remains this criticism of junior high teachers many of whom, according to the author, "floundered" when fi rst assigned to teach i ng at the j unior high level . Among the book's strengths are the appendices. One of these is an abridged students' version of "Robert's Rules of Orders" and the other is "Objectives from Curricu lum Lessons," which l ists cognitive, affective and psychomotor objectives. Given the stated goals of the book, it cannot be overstated that the book is an excellent resource for both current middle school teachers and education students. John D' Amicantonio is an Education Librarian at Cal ifornia State Un iversity, Long Beach. Emai l : jdam ican@csulb.edu Education Libraries Volume 26, No. 1 Summer 2003 49 I N S T R U C T I O N S F O R C O N T R I B U T O R S About Education Libraries Education Libraries (EL) is published by the Education Division of the Special Libraries association. Its audience consists of education i nformation professionals employed in a variety of venues, including special l ibraries and information centers, academic l ibraries, public l ibraries, and school l ibraries Manuscri pts submitted for publ ication in EL shoul d present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional . Manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of l ibrary and information science are also welcom e provided they incl ude a significant component specifical ly germane to education information or education l ibraries and l ibrarianship. EL is indexed i n Current Index to Journals in Education and in Library Literature. Subm ission of Manuscripts Education Libraries welcomes the submission of original m anuscripts. All m anuscripts submitted wi l l be considered for publication in future issues. Three hard copies and one electronic copy should be sent to Dr. Lesley Farmer, Editor, Education Libraries, Cal ifornia State University Long Beach , Dept. of EdPAC, 1 250 Bellflower Blvd., Long Beach CA 90840-220 1 . I nquiries regarding contributions are welcome and should be directed to Dr. Farmer via mail or emai l : lfarmer@csulb.edu. Preparation of Manuscripts 1 . Al l manuscripts should be submitted with an electronic disk on a 3.5" disk and in Windows-compatible MS Word format or attached in an email message. If electronic copy can not be provided, please contact the Editor for alternative arrangement. 2. All manuscripts should be typed or word-processed on 8 .5 x 1 1 " paper, double-spaced, with 1 .5" margins on al l sides. Reference should appear on separate pages at the end of the article. 3. Education Libraries fol lows the Publication Manual of the American Psychological Association, 5th ed . (2001 ). Citations to electronic resources fol low the "Electronic Reference Formats Recommended by the ALA," available online at: http://www.apa.org/journals/webref. html . 4. The name(s) and affil iation(s) of the author(s) should appear on a separate cover page. The first author should also provide contact information, including telephone number, postal address, and email address. To insure anonymity in the review process, author information should appear only on this page. 5. An abstract of 50-1 00 words should appear on a separate page. To insure anonymity in the reviewing process, this page should include no author i nformation, but should include the complete title of the m anuscript. 6. Using key words from the title, provide a running header or footer on each page. Pages should be numbered consecutively. 7. Tables and i l lustrations should appear on separate pages at the end of the article. Indicate desired placement by including a parenthetical insert in the text, e .g . , ( Insert figure 1 ) . Each table or i l l ustration should have a num ber and a brief title. All tables and i l lustrations should be submitted on disk, along with an em ail attachment. 8. Authors are responsible for the accuracy of all citations and references. Authors are responsi ble for obtaining any necessary copyright permissions. Review Process Education Libraries is a refereed journal using double-blind review. Manuscripts will be acknowledged by the Editor upon receipt and, following a prelimi nary review, will be forwarded by the Editor to at least two members of the Editorial Review Board. Following the completing of the review process, the Editor wil l contact the author(s) to accept the manuscript for publication, to accept the m anuscript contingent on the completion of suggested revisions, or to reject it. Any queries concerning the review process should be di rected to the Editor. Book Reviews Education Libraries includes reviews of new publ ications relevant to education i nformation or education l ibraries and l i brarianship. Areas of i nterest i nclude l ibrary and information science, preK-1 6 education, children's l i terature, and school l ibrarianship. Publishers are i nvited to send review copies and announcements to the Editor. Prospective reviewers m ay write to the Editor to indicate thei r wil l ingness to contribute reviews, their qual ifications, and their areas of i nterest. Calls for Papers Education Libraries places Calls for Papers (CFP) on a special theme for an issue. Examine the Education Division Web site. Education Libraries Volume 26, No. 1 Summer 2003 50