Betty J. Morris

            This textbook for the course in library school has had its audience over the years. As a whole, the text provides an overview of the organizational structure of a modern school library with emphasis on new technologies and the integration to resources, technology, and staff to create a vibrant learning laboratory. This is where the book shines: Here are lists, resources, guidance, and a vision of a center of many possibilities.  Betty Morris also provides an updated web site to help supplement and update the many web resources she cites.

What the text does not do, however, is to demonstrate how these major resources are actually transformed into a teaching and learning resource. It is very clear from the text that such a role is envisioned, but other sources are needed to translate the place into an action center. Thus, for the beginner in this field, this resource is a good one for building the infrastructure upon which a vital program is built. It remains one of a number of choices school library professors either use as a central text or as a supplementary recommendation. For the practicing teacher-librarian of a few years, the book provides a good review of organizational elements as a valuable self-check of vision. (Libraries Unlimited, 2004. 704 pp. $70.00. 0-313-32261-9.)

Bottom line: Recommended. david Loertscher

Whether in the library, the school, or on the playground, teacher-librarians have a stake in this behavior. (Corwin Press, 2005. 208 pp. $31.95. 1-4129-2580-0.) Bottom line: This is a good title to consider for professional learning groups. David Loertscher

Mark Boynton and Christine Boynton

You can hear the class long before the kids enter the library, that thundering herd of children or teens, already out of control. After the “event” in the library, you retreat to a quiet place and pull out the Boyntons’ book. Whether you are a classroom teacher, principal, or teacher-librarian, it is always good practice to read a book on discipline to keep your techniques sharp and to reconsider your current practice.

The authors cover four major areas that must be a part of effective discipline, but the four principles are not equal. In other words, they are weighted by the emphasis that should be placed on each: (1) positive teacher-student relationships—40%; consequences—10%; clear parameters of acceptable behavior—25%; and monitoring skills—25%.  Numerous chapters address these and other norms in creating and disciplining a classroom and an entire school, but there are also other chapters covering students with extreme disruptive behaviors. <pull quote>Of course, the authors recognize that the best behavior strategy is to have engaging learning experiences where discipline melts into insignificance in the face of exciting learning.</> It matters not whether you agree with the strict rules outlined here; rather, it matters that everyone in the school works regularly to have a healthy and safe learning environment. (ASCD, 2005. 177 pp. $23.95. 1-4166-0237-2.)

Bottom line: Highly recommended. David Loertsher

Thomas R. Hoerr

Constructivism has hit the world of leadership! “Strong leaders are artists. They inspire, applaud, chastise, steer, and stand on the side. They create, monitor, reinforce, encourage, and stand in the back. Yes, sometimes they stand in front, too. They recognize that it is their responsibility to help create a setting in which each individual can flourish and everyone can grow. Strong leaders understand that leadership is about relationships” (p. 1). 

Hoerr states that there is no one set of rules by which to lead or govern, but a set of tools that help the leader push and encourage. He is a principal of 28 years, and he uses the “L” word in his book! This is truly an event in education literature that makes us stand up and cheer! What is the role of the library? Hoerr spends his last chapter discussing the immediate future of schools and recognizing that schools are central forces in society, now that the dysfunctional family is seemingly the norm. In this picture, he casts a major role for technology to individualize education but also sees—well, let him describe the library: “As I write, we are converting one of our two gymnasiums into a 5400-square-foot multiple intelligence library. It will include a mezzanine, lots of nooks and crannies, a mini-theater, a wealth of books, and many ways for children to learn and show what they know. But that is not enough. We are planning to widen the scope of the library’s uses and users as another way to support families. The library will be available after school from 3:30–6:00 p.m. for parents who want to read to or work with their children”(p. 179–180).

If you have a premium membership to ASCD (and every school should), Hoerr’s book is already in your hands. If not, get a copy. As a teacher-librarian, read it to use in your own management vocabulary and certainly see that every administrator gets a copy with highlights of passages we love. (ASCD, 2005. 216 pp. $27.95. 1-4166-0229-1.)

Bottom line: Recommended! David Loertscher