PRACTICE MAKES PERFECT

Fair, Jeremiah
CB

Mickelson, A. (2016). Practice makes perfect. Library Journal, 141, 34-36. Retrieved from http://web.b.ebscohost.com.libaccess.sjlibrary.org/ehost/detail/detail?sid=a5794a3c-fb6b-4e84-8a8e-ffe98744c05d%40sessionmgr102&vid=11&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=117655292&db=llf

Summary of article: A beginner's overview to the current climate and challenges for public libraries in terms of collection development. Mickelson goes over several factors that collection development and building are currently undergoing in the internet age including: Budgets and formats, Tech tools and the human touch, Donations and self-publishers, and weeding and maintenance.

Analysis: While just a basic overview, this article does a great job of describing the base foundation of collection development for public libraries. Mickelson interviews a few librarians on how they go about collection development and building to get the current climate of how they go about doing it. A very great part of this article in my opinion is that Mickelson lists several of the websites and databases that the current librarians use to help them make their selections for their collections. This includes LibraryReads, Edelweiss, NPR Books, and Netgalley. As someone who is very new to the library world, I had no idea of the existence of such sites.

Outstanding Books for the College Bound and School Libraries

Amy Jessica McMillan

INFO 266

April 24, 2016

Dando, P. (2011). Outstanding books in school libraries. Carstensen, A. (Ed.). In Outstanding books for the college bound: Titles and programs for a new generation (pp. 21 - 28). Chicago, IL, USA: ALA Editions. Retrieved from http://www.ebrary.com

While many public and school librarians are acquainted with the Young Adult Library Association's online list Outstanding Books for the College Bound, they may not know there is a book by the same title. The book version expands on what is available online by describing how librarians can use the Outstanding Books list in different library settings, including public, academic and school libraries. In the chapter "Outstanding Books for School Libraries," Dando gives an overview for why school librarians should use this list when considering what to stock on their shelves. According to Dando, the Outstanding Book list helps librarians find the perfect match between "classics, YA literature, and resources to support the curriculum" (p. 21). She also gives advice for how to incorporate the list into a school library program through summer reading, curriculum connections, and teacher or classroom collaborations. There are sections about marketing the Outstanding Books list, which books are best for book talks, and which to use with book clubs.

From what I read, the Outstanding Book list is perfect for high school readers who want to challenge themselves and widen their interests. For those who work with junior high students, there are still many titles appropriate for early adolescent readers. The ones that jump out to me from the English list are The Curious Incident of the Dog at Nighttime by Mark Haddon and The Book Thief by Mark Zusak. I recommend that junior high school librarians do a little more research on the titles before providing a revised Outstanding Book list to their patrons. Still, Outstanding Books could help all educators interested in vertical articulation between grade levels because it provides clues as to what students will be expected to read in high school and beyond. In fact, I liked this list so much I added the following titles to my own Goodreads "want to read" list: Bill Bryson's Shakespeare: The World as a Stage; an anthology of literature titled Rotten English, edited by Dora Ahmand; and Dressed: A Century of Hollywood Costume Design by Deborah Nadoolman Landis. If Outstanding Books made me want to stretch myself as a reader, I imagine it will inspire younger readers in the same way.

As an English teacher (and aspiring school librarian), I generally like to have students read whatever they want, provided they read widely and consistently. However, I agree with Dando when she says, "...teachers have an obligation to ensure that the reading relates to their curriculum and is substantial enough to merit study and analysis" (p. 221). The lists and annotations provide by Outstanding Books for the College Bound does just that. I not only recommend this book, but I think it a must-have for all librarians who work with young adults.