The BCTLA Executive has produced a summary report of activities.
Download file and read about the exciting projects completed or underway.
http://bctf.ca/bctla/pub/reports/2009%20BCTLA%20Fall%20Activities.pdf
The BCTLA Executive has produced a summary report of activities.
Download file and read about the exciting projects completed or underway.
http://bctf.ca/bctla/pub/reports/2009%20BCTLA%20Fall%20Activities.pdf
Posted by Al Smith on November 09, 2009 at 10:39 PM in Advocacy, Association, Downloads, Members | Permalink | Comments (0) | TrackBack (0)
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The BCTLA would love to know what your school, district did for Drop Everything and Read challenge on MOnday October 26, National School Library Day. A 2 minute survey to collate data. Thanks
Posted by Al Smith on October 28, 2009 at 08:40 PM in Advocacy, Association, Drop Everything Read, Members | Permalink | Comments (0) | TrackBack (0)
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BCTLA FALL COUNCIL 2009 : Friday, October 23, 2009
Chapters Online'- a pursuit of a communication model….Al Smith
Posted by Al Smith on October 26, 2009 at 10:56 PM in Advocacy, Association, Chapter News, Members, Pro-Development, Web/Tech, Weblogs | Permalink | Comments (0) | TrackBack (0)
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TEACHER-LIBRARIANS AND
PROMOTION OF READING
R. Cantelon: Yes, today is Drop Everything and Read a book, and that's good advice to everybody in this House and in our communities. We have today with us some teacher-librarians who are facilitators in helping students find the magic of books and learn from it. They will develop, among other things, critical thinking — something that we could all use more of, and I'm sure you're very well aware of that concern here in the House. [DRAFT TRANSCRIPT ONLY]
Yes, the Internet is fine, but teacher-librarians today are facilitators in helping to answer the questions, encourage the questions and encourage students to seek the answers in books. The Internet is very well and fine, but to give a whole context to proper thought is to pick up a book and read it. A lot of that is happening. It's very, very helpful to the students. It's very important, personally, in my family. My son is married to a teacher-librarian and carrying what will be, I hope in January, a grandchild to our family. So I'm informed very directly and personally about the importance of teacher-librarians. [DRAFT TRANSCRIPT ONLY]
There's new forms of it, new forms that we're taking reading to the students in the schools. The WOW Bus, Words on Wheels, is working. It will be in Pouce Coupe, in Dawson Creek, and it's a very prominent feature in my own riding as well. [DRAFT TRANSCRIPT ONLY]
Early learning is extremely important. So we have a simple message today: drop everything and read. Take a book home with you. Read, it will make you think. It will make you a better person, and we think this is a message we would like to take to children, parents, government, communities. So let's celebrate and support our valuable teacher-librarians and all the work in getting that message out today. [DRAFT TRANSCRIPT ONLY]
DROP EVERYTHING AND READ DAY
D. Thorne: As my colleague just told us, October 26 is National School Library Day and the third anniversary of the B.C. Drop Everything and Read Challenge. The Drop Everything Challenge has grown by leaps and bounds since 2007. It's a simple yet powerful idea that promotes the importance of literacy in our society. [DRAFT TRANSCRIPT ONLY]
I was lucky today to be able to participate in the challenge. I read aloud to about 100 students at James Bay Community School under the supervision of teacher-librarian Stephen Marta. It was a great experience. It brought back many memories to me of reading aloud to my own children when they were young, definitely one of my favourite memories. [DRAFT TRANSCRIPT ONLY]
All over B.C. today, parents, politicians and local celebrities converged on their local schools to point out the pleasures of reading and the importance of school libraries. For many years studies have proven that next to socioeconomic factors, the single greatest influence on student achievement is a healthy school library program. [DRAFT TRANSCRIPT ONLY]
Student achievement is up to 20 percent higher in schools where the library has a robust collection of resources which have been selected by a fully trained teacher-librarian who has adequate staffing time to teach both students and teachers. Public education aims to provide a level playing field for children, and the school library program is at the very heart of that equity. Sporty or clumsy, brainy or arty, introverted or out there, there is a place for every student, teacher or administrator in the library. [DRAFT TRANSCRIPT ONLY]
So let's all take up this challenge from our school librarians: when we get back to our offices today, every single one of us, drop everything and read. Let's do it now. [DRAFT TRANSCRIPT ONLY]
Posted by Al Smith on October 26, 2009 at 08:56 PM in Advocacy, Association, Current Affairs, Drop Everything Read, Library Services, Literacy | Permalink | Comments (0) | TrackBack (0)
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Posted by Al Smith on October 25, 2009 at 09:57 PM in Advocacy, Association, Drop Everything Read | Permalink | Comments (0) | TrackBack (0)
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IASL 2009 CONFERENCE
in Abano Terme, Italy, drew BC Teacher-librarians
Moira Ekdahl, Teacher-librarian Consultant, Vancouver School Board
Imagine in your wildest dreams the opportunity to travel with a group of like-minded teacher-librarians for six days of professional development and other fun at the 2009 IASL Conference in Abano Terme and Padua in Northern Italy. Such was my luck! We travelled the long way round, via Rome, Florence and Tuscany, and then Venice, with our group growing at each destination. We tried to keep a blog but were busy with adventures and shopping and ultimately confounded by the high costs for internet access. You can follow our journey to the conference on the blog at: http://tlsinitalia.blogspot.com.
Guided Inquiry: Pre-conference with Drs. Carol Kuhlthau and Ross Todd of Rutgers University
How do we use what we know about effective inquiry to accommodate the needs of 21st Century learners in the "dynamic, cluttered, chaotic information environment" we now find ourselves in? In her morning workshop, Dr Carol Kuhlthau described a new model which stresses deep understanding as the outcome. Students, given the same assignment, will have very different outcomes -- the novice researcher looks for right answers while the expert searches for and undertakes a more sophisticated analysis.
Kuhlthau's most important contribution to what we know and understand about how students learn through inquiry is the affective piece. Students need to be guided through inquiry to draw on what they know, to read and learn from a wide range of sources, and to gain a sense of accomplishment. They need to be supported as they move through stages of uncertainty, confusion, and frustration that characterize the information search process. They are actively engaged in seeking information, acquiring information literacy skills, developing metacognition and skills in the other literacies, and becoming more proficient at social learning. Educators need to be alert for the "zone of intervention" or the critical point at which they need to provide instruction.
In Kuhlthau's Guided Inquiry model , teachers work with the teacher-librarian in teams; a three-member instructional or core team matches goals for content learning with particular skills, and an extended team that includes "real world" experts further enables students to explore curriculum. These teams are flexible, created for the purpose, and change with the needs of students and curriculum objectives. The teacher-librarian is the resource specialist, the information literacy instructor, and the collaboration facilitator. Getting started begins with identifying the objectives for curriculum and information literacy, forming the core and extended teams, planning and implementing the inquiry, including resources, strategies, outcomes, and assessments.
In the afternoon, Dr Ross Todd put Guided Inquiry into a Web 2.0 context. But first, he encouraged teacher-librarians to consider the question of program focus: are school libraries about collections or about access? He explored the notion of the school library as a learning commons, a place for inquiry, thinking, imagination, discovery, and creativity as students undertake their information-to-knowledge as well as personal, social, and cultural journeys.
Students are engaged in learning on many levels. They need to learn to think creatively, critically, and metacognitively to make sense of what they learn and shape it into new knowledge. They need to be intellectually curious. As well, they are making meaning using the language, symbols, and text of many different formats and in their own written, electronic, and personal communications. They are working with others, listening, sharing ideas, and navigating meaning as a member of a group. They need to master technological tools and manage their time and motivation, as well as the ethical considerations of working with information and images.
The ever-animated and engaging Dr Ross Todd
When incorporating Web 2.0 tools, educators need to consider whether these promote the development of learning and inquiry. Are these tools helpful? Can we assess progress? Does the tool inform instruction? Todd gave suggestions for how to incorporate and assess student work as wikis or blogs, and recommended these sites for tools and ideas:
Of great interest were Todd's insights into tools we grapple with regularly, perhaps that we haven't really settled on ways for use in schools and inquiry. On the subject of Wikipedia, Todd asserted that we need to engage students more rigorously with it as we will not stop its use. Highlight its strengths and its gaps; invite them to edit it; corroborate its accounts; assign a piece for submission or updating. He pointed to Joyce Valenza's website (http://www.sdst.org/shs/library/) where Turnitin is posted for students to check their own writing for improper paraphrasing or use of quotations. Tools he demonstrated as having unique possibilities for teaching and learning included:
There were loads more to consider. His best advice -- when in doubt, you can have students play with the new tools and then seek their advice and assessment.
All in all, a very good day and an inspiring start to what would be a wonderful conference. Be sure to read Chris Evans' epicurean summary of the TL Tour of Italy. Mary Locke, Jan Alexander, Frances Renzullo-Cuzzetto, Chris and I, along with our travelling companions Lindsay from The Hague and Joanne from Vancouver, had one of those memorable "grand tours" made all the more significant by the fact that we travelled in the blind faith that our common interest in books and children's learning would overcome any differences. I have to say that being a part of this community of ours is a very special bond in that we are lucky to have "the best jobs in the system" and to have so many wonderful and talented people whose work inspires and informs and engages us.
See what I mean? Here's Frances and Jan looking very pleased with a book found at an outdoor book sale in Ferrara.
I will have more on the conference presentations in the next issue of The Bookmark.....Winter 2010
Posted by Al Smith on October 23, 2009 at 01:00 AM in 50 Anniversary, Association, Members, Pro-Development, Travel | Permalink | Comments (0) | TrackBack (0)
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Bookmark put to bed!
Our Chapter Councillors will receive an early release of the new Bookmark Vol 50 Issue , the Golden Anniversary Edition. Angie and Al have finally put this issue to bed. It is a large project that has a large price tag but our BCTLA members are worth it. Enjoy soon. Copies are mailed out to active members end of October. Watch for announcements or tweets.
RSS: http://twitter.com/statuses/user_timeline/31621757.rss
Twitter updates: http://twitter.com/virtualbookmark
Posted by Al Smith on October 16, 2009 at 08:17 PM in 50 Anniversary, Association, Chapter News, Members, theBookmark | Permalink | Comments (0) | TrackBack (0)
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B.C. Economy Poster Project
Grade 10 Social Studies
Developed by:
Jason Malo, SS 10 teacher, Sands Secondary
and Tish Sladden and Kari McGreevey, Teacher-librarians, Sands Secondary
Topics:
Information to put on your poster:
Format:
Pictures, diagrams, maps, captions, graphs, short paragraphs, charts, quotations, pasted on props, etc.
Sources of Information:
Library books, textbook, internet, databases including Historica and Ebsco, newspapers, magazines, government brochures, family connections.
Use your imagination!
Evaluation Criteria:
- Did you answer the all questions?
- Did you use the most appropriate means of presenting the information? For example: a chart instead of a paragraph, a photo instead of chart?
- Do you have a variety of sources and points of view represented in your bibliography?
- Are all visuals described with a caption or longer explanation?
- Bold, colourful title?
- Are visuals arranged carefully? Is there an obvious order/purpose to them?
- Is it easy to read?
- The “usuals”…spelling, grammar, punctuation?
- Typed or printed neatly.
- Good speaking skills.
- Speaks to audience, not just fellow group members.
- Organized into distinct parts.
In addition to the poster, you must submit:
· Rough notes
· Participation “pie” chart
THIS ASSIGNMENT IS WORTH SIXTY-FIVE (65) MARKS.
Goals of the Assignment
Students will:
Scientific, governmental, business, and environmental. (information literacy)
Procedures (2 to 3 periods in the Library for Research)
Pre-Library Lessons and Background
Teacher-directed background readings, questions, and discussions using prescribed Socials ten textbook – classroom-based. Ideally, the teacher will hand out the assignment and explain it AHEAD of the library/research period.
Library Lesson Materials (set up ahead of time!)
1) oversize “funny” glasses (representing the scientific community)
2) a plant or gardening implement and/or gardening hat (representing the environmental community.)
3) A briefcase (representing the business community)
4) A B.C. flag and/or pencil and paper (representing the government community)
1) Date (old information – may not be accurate)
2) Author – does the person/organization have a known point of view?
3) “About” tab – leads to information about point of view.
4) “Contact” tab – as above.
5) URL extension as an indicator of whether or not bias is present.
6) Use of the word “I” or “we” (may indicate a certain point of view)
A computer project and screen will be needed for the library lesson.
In the Library
PART ONE:
- Ask for four volunteers. Hand out the props and as you do so, explain what each represents. Try and attach NAMES such as “David Suzuki” to the environmental student or “Westshore Terminals” to the business student. Get these personal or company names from recent B.C. news or a large employer in the area where your school is located. This increases the likelihood of student recognition and subsequent understanding of the “point of view” concept.
- Stress that bias exists in all four points of view, but that in western democracies, scientific and government sources are usually the least biased. This means they are the BEST sources to use when gathering information for learning purposes or explaining the basics of a topic to someone else. This assignment would qualify under those criteria.
- Explain that the BEST information comes from a wide variety of sources, but it’s best to be overweight on the government or scientific side.
- Reinforce the above concept by pointing to the students wearing props and ask the rest of the class:
- a) what point of view they represent.
- b) that the two people who represent the least amount of bias step
- forward.
THE FIRST PART OF THE LESSON IS COMPLETE. THANK THE VOLUNTEERS AND PAUSE FOR A MOMENT.
PART TWO: (Computer and computer project required for teacher-librarian so that it can be done as a demo. If you are in a lab, students can perform searches with the teacher-librarian.)
- Demonstrate use of Google Advanced, domain-search specific feature for limiting searches to files with the extension edu, gov, org.
- Demonstrate (using previously-saved searches in either the Trailfire program or “Favorites” feature of your browser) ALL the examples referred to in 1 to 6 of pre-lesson preparation, above.
- Reinforce the above concept by showing a website on the screen (one you have previously set aside) and asking questions about it related to your demonstration a few moments ago. Repeat as many times as necessary. Incorporate a “thumbs up” or “thumbs down” rating so you can see the concepts are catching on with students.
Sample script: Look at the site I’m showing you. Look for the things we just talked about. Consider the bias factor. Now, show me with “1 or 2 thumbs up” or “1 or 2 thumbs down” whether or not the site is likely to have a high or low level of bias. “Thumb scale” as follows:
Thumbs up – may have bias. Thumbs down – low level of bias.
PART THREE: Remind students to record their sources as they go along.
(This lesson may be adapted for print materials as well)
Students can begin working at teacher’s discretion. (Teacher should review assignment requirements prior to starting research work.)
Teacher-librarian monitors students at computers to ensure they are using the techniques taught in the lesson.
Posted by Al Smith on October 14, 2009 at 09:51 PM in 50 Anniversary, Association, Chapter News, Library Services, Members, Teaching, theBookmark | Permalink | Comments (0) | TrackBack (0)
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Continuing to share values of strong libraries
The Alberni District Teacher Librarians’ Association
By Sheila Johannessen
The Alberni District Teacher Librarians’ Association (ADTLA) is known for its dedication to the profession of teacher-librarianship as exhibited by our members. Each year, we celebrate our successes and discuss our concerns during a year end dinner with past, present, and future members. This year we took the time to reminisce and explore how the ADTLA has evolved over the years.
Promoting reading, collaborating with teachers, and guiding students as they develop into literate, independent learners has continued as our primary goals. We still display a high level of collegiality and are very supportive of new members both informally and formally through mentorship. To keep abreast of new ideas and methods of teaching students, we share ideas and attend professional development workshops and conferences together. In true collaborative form, the ADTLA teamed together in 1990 with Parksville teacher-librarians to host a BCTLA conference entitled "Literacy 90". This experience brought back fond memories for our retired teacher-librarians and a recommendation that we consider hosting a conference in the near future.
The ADTLA sets high standards and maintains that our students are entitled to the knowledge and expertise of an educated, qualified teacher-librarian. Qualifications for teacher-librarians were documented and provided to the school board by the ADTLA during its initial formation. In the past, our members were active in bringing university credit teacher-librarian courses to our district and taught these courses to ensure that new ADTLA members acquired the necessary knowledge and skills to teach students through a well-developed library program. Today, our members continue to share these values and take advantage of opportunities to learn through campus and online courses.
There have been changes to the education system since the initiation of the ADTLA. The reduction in teacher-librarian time, elimination of the majority of library clerks, and decreased library budgets has greatly impacted on the quality of education that is provided for our students. Most current members of the ADTLA have less than 0.5 FTE library and are classroom teachers or administrators. The passion to advocate for strong school libraries still exists but we have found that our other obligations have impeded our ability to be as active as previous members. Throughout the years, ADTLA members have held positions as union executive members and have presented to the school board. We are aware of the need for the ADTLA to continue to advocate for school libraries and have collaborated with other people and groups, such as our school district literacy resource teacher, to promote literacy in our district.
In reflecting on the ADTLA, the passion, expertise, and collegiality of our members has continued and the importance of advocating for school libraries is apparent. It is with gratitude that our founding members will be remembered as we strive to maintain the strong collaborative association that was created to guarantee optimal learning environments and opportunities for our students.
-ADTLA
Posted by Al Smith on October 14, 2009 at 08:59 PM in 50 Anniversary, Association, Chapter News, Members, theBookmark | Permalink | Comments (0) | TrackBack (0)
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Staff:
COORDINATOR:
Pat Parker
EDITOR:
Carolyn Cutt
F ADD
Adderson, Caroline. Bruno for Real. Orca Book Publishers, 2009. - 64pp. - ISBN 978-1-55469 -023-7 $6.95
This sequel to I, Bruno contains six separate stories in which Bruno, now seven, makes connections between home and the outside world. Bruno’s perceptions and comments may just be cute and adult responses may just be indulgent but the tone of the book is wholesome and kind, and reminds the reader to relax and enjoy witnessing children’s learning. Bruno’s badness extended from printing his name backwards on school work, to eating his dessert first, to putting one foot in the principal’s office at recess.
Each story, besides the illustrated title, has three black and white Illustrations by Helen Flook that match the text with enough added detail to keep the reader’s interest. The stories deal with birthday parties, family camping, swimming lessons and swapping.
Recommended for older Primary / early Intermediate grades.
Reviewed by Marv Worden, retired classroom teacher, SD #68 Nanaimo-Ladysmith
F BRO
Brouwer, Sigmund. Absolute Pressure. Orca Book Publishers, 2009. - 176pp. - ISBN 978-1-55469-130-2 $9.95
Since he was ten Ian has spent summers in Key West, Florida working for his uncle at Gord’s Dive Shop. This year there seem to be some mysterious happenings concerning sunken treasure and three lawyers chartering Gord’s boat overnight every Friday and Saturday. When Gord’s office manager, Sherri, finds that one of the lawyers, and uncle Gord’s employee, Judd Warner, are not using their real names something seems wrong
Some sudden reversals of plot and character behavior keep interest high. Though it is an interesting aspect, not a lot is made of Ian’s neural condition, synesthesia, in which some touches generate colour. Ian tastes blackberries when Sherri comes near.
Three short author’s notes are given: one on synesthesia, two on sunken treasure.
Recommended for Upper Intermediate / Junior Secondary grades
Reviewed by Marv Worden, retired classroom teacher, SD #68 Nanaimo-Ladysmith
F CHO
Choyce, Lesley. Skate Freak. - Orca Book Publishers (Orca currents), 2008.-108 p. - ISBN 978-1-55469-042-8.- $9.95.
The main character, Quinn Dorfman, doesn’t have many things going for him, except his love for skateboarding. The fish plant where his father works has closed down and the family has had to move away from their beloved Willis Harbor by the sea and into the dreadful city. Quinn had been the only and best skateboarder in that town. He thought of himself as the boy with the wings. Now that he is in the city, he finds the skate park populated either by young kids or juveniles. Then there is Hodge, who repeatedly provokes and intimidates Quinn in the bowl and half-pipe as well as at his home. Luckily, at Jerome Randall High there is a girl who also skateboards, is smart and has some sense. Quinn is better able to get through his schooling because of his new-found love for Jasmine. Finally, Quinn realizes that just as he takes charge when he is skateboarding, he must take responsibility for his life if he wants to live it fully. Through skateboarding, he discovers himself.
If the reader is not a skateboarder, some research or assistance may be needed to understand better the many descriptions of the skateboarding scenes in the novel. However, this book would be ideal for the reader who skateboards and sees himself/herself as a bit of a loner or distinct from others. This Orca Currents novel is aimed for reluctant teen readers and recommended for intermediate grades. A free teacher’s guide is available online.
Reviewed by Alexandra Carrea, teacher-librarian, SD#39, Vancouver
F CIT
Citra, Becky. Whiteout. Orca Book publishers, 2009. 112pp. ISBN 9781 551469 083 1 $7.95
Robin’s family is getting together at their ranch for Christmas. Her Auntie Liz and cousin April are driving six hours to the Interior from the city. During their last phone call Robin had begged "You have to come, Aunt Liz, Please, please, please. I’ll never forgive you if you don’t" These words come back to haunt Robin after her Aunt is badly injured in a storm related car accident. While her Aunt recovers April comes to live at the ranch. On other visits April and Robin have been very close and very happy in each other’s company. Now with Aunt Liz so badly hurt their relationship is badly strained.
Molly, Robin’s six year old sister, does not want to be excluded from the older girls’ activities. She tries to prove she is not a little kid by setting off for a wilderness cabin in a bad snowstorm. With no adult at home can the two girls find Molly in time?
Whiteout is Becky Citra’s seventh novel in Orca’s Young Reader Series. In this novel Citra gives us a glimpse into ranch life in B.C.’s Interior. Snow at Christmas, cutting the tree on your own property, but also the dangers of extreme weather conditions. This is an easy to read novel with concise vocabulary, targeting girls 8-11
Recommended Grades 3-5
Reviewed by Gloria Reinheimer, retired TL
F DAH
Daher, Anita. On the Trail of the Bushman. Orca Book Publishers, 2008. – 128pp. – ISBN 978-1-55469-013-8 $7.95
On the Trail of the Bushman is another book in the Junior Canadian Ranger series. Tommy is the main protagonist, with Colly and Jazz also part of the storyline. The setting is the area around Whitehorse, Yukon Territory. The Junior Rangers are having a summer camp but during the first night of the camp there is a serious fire where the cookhouse is demolished and other buildings are damaged. It is thought that perhaps the fire might have started from a discarded pop can magnifying the sun’s heat on the muskeg. Tommy is dismayed that he might have caused the devastating fire from something as simple as tossing a pop can toward a garbage bin and then forgetting to pick it up. Throughout the story Tommy is dealing with his dilemma, should he tell the captain or not?
But life continues as normal as can be at the camp; there are scary stories told around campfires, visits to museums, and horseback rides through mountain trails. The scary stories include the bushman, also known as a Sasquatch or Bigfoot, and another is based on a character that killed his wife’s best friend and took off into the bush, never to be seen again.
These stories and his guilty conscience have affected Tommy, so on a horseback ride he is nervous about sounds and smells. Then, a series of events including a rock slide, vanishing horses, injured leaders and a mystery man living in a cave all contribute to exciting adventures for the Rangers, leading to an exciting conclusion.
There are a series of coincidences that are sometimes too contrived, but young readers probably won’t mind. They will like the page after page of adventure involving the children and a mad man. Of course all ends safely, with a hint of mystery yet to come. And Tommy confesses to what he thinks is his part in the fire.
Recommended for grades 4-6
Reviewed by Pat Parker, Teacher-librarian, SD #73, Kamloops Thompson
F DEN
Denman, K.L. Perfect Revenge. Orca Book Publishers, 2009. - 112pp. - ISBN 978-1-55469-102-9 $9.95
The dialogue of Denman’s characters establishes the shallowness and tenuousness of in-group membership.
When Elizabeth "Liz" Lane is caught in a science test with an answer key given to her by her current arch enemy, she feels as though her world has fallen apart. The freaky geeky new kid from next door, with everything that is not desirable by the in group introduces Lizzie to some "magick" she is learning from her baba. Liz begins to develop empathy... the hard way.
A simple incantation that causes a huge zit on Rachel’s forehead brings Liz a feeling of revenge, until she realizes that she has three, and that every revenge-charged spell will bring the same problem threefold to the spell-caster. Only by concentrating generously on the other person’s higher self, on peace and harmony for her, can changes in relationships be made.
The attractive cover, somewhat like Stella’s weird costuming, is the only illustration.
Recommended for upper Intermediate / Junior Secondary grades.
Reviewed by Marv Worden, retired classroom teacher, SD #68 Nanaimo-Ladysmith
F GOE
Goerzen, Christy. Explore. Orca Book Publishers, 2009. - 112pp. - ISBN
978-1-55469-112pp.- ISBN 978-1-55469-119-7 $9.95
Twelve chapters of fairly large print with an attractive cover and grade 4 Fry readability should appeal to upper intermediate readers, and the plot that has Mike choosing to attend an outdoors wilderness program rather than going into juvenile detention should appeal to those boys who feel rebellious themselves.
\Mike does not like his dad’s constant bill skipping relocation but was almost pulled back into a loser’s life by a bad friendship. Meeting Lisa and finding skills and inner strength gives Mike greater hopes for success in the future.
Even with no illustrations, this book would be a valuable purchase for libraries serving grades 6 to 10 boys.
Recommended for Upper Intermediate / Junior Secondary grades.
Reviewed by Marv Worden, retired classroom teacher, SD #68 Nanaimo-Ladysmith
F GRA
Grant, Vicki, Nine Doors. Orca Book Publishers, 2009. - 112pp. - ISBN 978-1-55469-073-2 $9.95
No one creates more likable, fully rounded characters than Vicki Grant’s protagonists and "good guys". Her central characters are memorable individuals whose comments clearly show their views of the world and the motivations and interconnections between them and their allies.
However, the resolutions of Grant’s plots tend to tax credibility with the ‘bad guys" being either too violent or not credibly able to do the physical feats attributed to them. In this book, three teenagers are captured one at a time and locked in a garage by one woman.
Emery’s friendship with Richard deals excellently with the problem of being manipulated into doing things we don’t want to do. The author meets the adolescent reader’s developing interest in boy-girl relationships with the involvement of Bebi.
Despite the weakness in plot resolution, this book, as any by Vicki Grant, is recommended for purchase by libraries serving intermediate, or junior high students, and especially boys.
Recommended for Intermediate / Junior Secondary grades
Reviewed by Marv Worden, retired classroom teacher, SD #68 Nanaimo-Ladysmith
F JAC
Jackson, Melanie. Queen of Disguises. Orca Book Publishers, 2009. – 164pp. – ISBN 978-1-55469-037-4 $9.95
Queen of Disguises is book six in the Dinah Galloway mystery series. In this instalment, Dinah, whose singing voice has been highlighted in the other books, has been selected as a finalist in the advertising campaign for the 2010 Olympics. Violet Bridey, a protagonist from The Man in the Moonstone, has escaped from prison and is seeking revenge on the person who put her there.
The advertiser had promised his nephew the job, so Dinah and the other finalists are sent to a fitness retreat. Dinah initially withdraws from the competition, as she is insulted that her pudginess is seen as problem. But as Violet Bridey has threatened her, she feels getting away to a retreat would be a safe option. Other children at the wellness retreat are the advertiser’s nephew, Cornwall, and Violet Bridey’s talented niece, Angela Bridey. Strangely, Dinah and Angela become friends, and Dinah tries to adopt Angela’s kind, pleasant demeanour.
A number of hilarious adventures on Salt Spring Island ensue, with a determined Dinah. Her sleuthing continues, as she is determined to prove Violet Bridey is on the island and attempting to harm her. Dinah’s friends, Pantelli, the tree-lover who has a crush on Angela, and Talbot are sent to a science camp nearby and also assist in pursuing Violet.
A plot twist at the end adds an unexpected surprise. At the end of the day, Dinah adopts a calmer personality, learns healthy eating habits, and grows two inches taller, so therefore meets the criteria for the singing gig.
Recommended for grades 5-7.
Reviewed by Pat Parker, Teacher-librarian, SD 73, Kamloops Thompson
F HAR
Harvey-Fitzhenry, Alyxandra. Broken. Tradewind Books, 2008. 176p. ISBN 978-1-896580-41-8. Pbk. $12.95
Ash Perrault’s home has been broken by her mother’s death. Though she and her father have since been trying to rebuild it, she believes it is about to suffer further damage from Ella (her father’s girlfriend) who is moving in with her two daughters, Katie and Julia. To Ash, it is beginning to appear as if all these strangers may also stress her union with her father to its breaking point.
The title is not only a reference to Ash’s home but also to the state of her relationships and the theme of glass breaking mysteriously in her presence. Since meeting Ella and her daughters, her bond with her father has felt ready to crack. Seth, the boy at school who has kissed her many times but refuses to call her his girlfriend, offers only half of himself. Even her strongest connection with her best friend, Mouse, who seems to care most competently for her, threatens to shatter when Ash’s very identity fractures in her endeavour to please others around her, others whose expectations of her often fall short of being realistic.
Ash must find a way to reconcile what looks to be her life falling to pieces. By coming to view the recent events in her life as random occurrences rather than as part of a single narrative that confirms her low self-opinion, Ash gains confidence and a sense of control. While expressing her talent for constructing mosaics, she finally finds herself able to arrange not only aspects of her own personality but also some of the characters in her life in ways that feel less oppressive. As a result, she comes to see herself like a mosaic, as a beautiful whole made up of small but essential pieces that she accepts and even likes.
There is much to appreciate in this very timely treatment of a modern situation characterized by the remarriage of a single parent and the effects on the children involved. As well as presenting language with which young people can readily identify, (i.e. texting, e-mailing, on-line chatting), the story offers very genuine and engaging insight into the psyche of a teenage girl and her interpersonal relationships.
Unfortunately, however, the recurrence of glass spontaneously breaking in Ash’s presence seems entirely at odds with this genre of fiction. Since Broken would not be classified as fantasy, this fantastical element draws unnecessary attention to itself. With the author having neglected to create what ought to have been a greater degree of ambiguity, this layer of the story comes across as a heavy-handed endorsement of an extremely specious, metaphysical concept. Moreover, the attempt to weave it into a plot that focuses on such recognizable issues such as family and relationships, appears to be unsuccessful.
Recommended for junior high school students. Reading level: Grades 8-10
Reviewed by: Stefan David Martin, ESL teacher, SD #39, Vancouver
F HEN
Heneghan, James and Norma Charles. Bank Job. Orca Book Publishers, 2009 176 pp. ISBN 1 55143 855 9 $9.95
Nell has lived in many foster homes, as her mentally challenged mother is unable to care for her. Nell ran away from many of them. Now she lives with the Hardy’s and two foster boys named Billy and Tom. Changes in foster care rules compel the Hardy’s to put in a second bathroom that will cost over $10,000. Nell, Tom and Billy do not want to leave. Nell visits her mother, taking a pearl necklace she thinks is valuable. When it is not, the three look for other ways to get the money. Billy convinces Nell and Tom they must get the money by stealing it, just enough to pay for the renovations.
Norma Charles and James Heneghan were inspired to write this story by accounts of three teens that robbed seven banks in the Vancouver area. Both authors have written numerous other books for young people. How three teenagers manage to rob so many banks before capture is an interesting story. The authors could have dealt with the consequences of these crimes in more depth, still a very readable story.
Recommended Grade 4- 7
Reviewed by Gloria Reinheimer, retired teacher-librarian
F MCC
McClintock, Norah. Watch Me. - Orca Book Publishers (Orca currents), 2008. - 94p. - ISBN 978-1-55469-039-8. - $9.95.
This brief novel is extremely well suited to the pre-teen reader or reluctant teen reader. The writing is simple, concise, and clear. The action is fast-paced and will be enjoyed by both boys and girls. Katz, the main character, is an adolescent boy who is full of frustration. After his recovery from burns in the hospital, Katz finds it difficult to readjust to school and home. His mother and father soon divorce. His father had caused the house fire that nearly killed them both. But it is Katz who is left disfigured. When he is outside, he always pulls the hood of his sweatshirt up to hide the scars on the side of his face and neck. He had been the hero who went back into the house to save his father. However, in school, he does not feel like the hero. There, he is not permitted to cover up. He also has a slight case of dyslexia, and the school bullies are after him. At home, he can’t get along with his mother’s new boyfriend, Neil, and only his best friend Drew understands him. Everything is as bad as it can be, it can’t seem to get any worse; but it quickly does.
One day in the park, Drew and Katz are throwing a Frisbee around. Drew throws the Frisbee and it ends up hitting an old lady on the head, who then trips and falls to the ground. Instead of helping her up, Katz grabs her purse and runs away with it. Katz and Drew find only a five dollar bill and an old rusty watch in the purse. Later, in detention at school, Katz ends up meeting Jana, the most popular girl. She actually speaks to him, and offers to help him with his math problems. To his great surprise, they start becoming friends. This friendship is soon in jeopardy when Katz learns that Jana’s aunt is in hospital after falling to the ground, and that her purse containing a very special watch was snatched from her.
Highly recommended for the pre-teen or reluctant teen reader.
There is a 7 page Teachers Guide online at www.orcabook.com/client/PDFs/TeacherGuides/Currents/Watchme.pdf which should prove useful to teachers and teacher-librarians.
Reviewed by Alexandra Carrea, teacher-librarian, SD#39 (Vancouver)
F MUL
Muller, Rachel Dunstan The Solstice cup Orca Book Publishers 2009 176 pp. ISBN 9781554690176 $9.95
Breanne and Mackenzie are twins, almost 13 years old. They are staying with relatives in Northern Ireland while their Mother is in Belfast with her dying father. This is not their first visit to Ireland. They had been in the country five years before in June. Mackenzie believes they had an encounter with something evil. While trying to run away from this unknown force, Breanne badly injured her ankle. This injury has refused to heal, leaving her with a pronounced limp. She has always blamed her sister for the accident.
Uncle Eamon has many fireside tales about the wee fairy folk, especially now the Winter Solstice is approaching. Winter and Summer solstice are times, he says, when the fairy and real worlds collide. Mackenzie, the more cautious twin sees danger in the bogs. Breanne, however, is determined to search for a gold ring she held then lost five years ago. Is the ring an ancient treasure or a lure to trap humans? Is the underground world they enter all dancing, music and great food or an evil place for humans?
Rachel Dunsten Muller was inspired to write this fantasy novel after living in Northern Ireland in 2001. Breanne’s character is very angry. Mackenzie follows her sister to protect her from herself, but there seems to be little twin empathy or sisterly bonds. There is lots of Celtic mythology, with Pookas, evil fairies and parallel times. This fantasy novel is for the reader who can easily suspend disbelief.
Grade 4-7
Reviewed by Gloria Reinheimer, retired teacher-librarian
F TAT
Tate, Nikki. Venom. Orca Book Publishers, 2009. 168p. ISBN 978-1-55469- 071-8 $9.95
One of the most important things in sixteen-year-old Spencer’s life right now is his job as exercise rider at the stables of Hilltop racetrack. In the early hours of the morning Spencer feels himself becoming in tune with the thoroughbreds as he puts them through their paces around the track, easily communicating human to horse. But Spencer is also concerned about one racehorse in particular, Lord of the Fires. Something seems wrong during their workouts, though Spencer must admit that the horse is still racing well. Nevertheless he is convinced that someone is drugging the horse; but even his friend Em, the stable owner’s niece, cannot be persuaded. What dangers could he face in the tough racetrack community if he speaks up? Dare he risk his job and perhaps his friendship with Em if he is caught searching for more evidence?
This suspense-filled novel gives an inside look at the hard work of racehorse training and the dedicated people behind the scenes. It also deals with Spencer’s family issues and school problems. Written for the ‘Orca Sports Series’, this high-interest mystery moves at a fast pace but the vocabulary is appropriate for the reluctant reader. The characters are well developed and appealing. Containing much food for discussion, this story could be a popular novel study.
This novel is highly recommended for grades 4-7.
Reviewed by Carolyn Cutt, retired teacher-librarian, Vancouver SD #39
F WAL
Walters, Eric. Special Edward. Orca Book Publishers, 2009. 108p. ISBN 978-1-55469-092-3. $9.95
Edward is smart and personable, with a great sense of humour. When it comes to making an effort with his school work, however, he is extremely lazy. He is happy with his 50% average, but when even that is in jeopardy he looks for another easy way out. Learning that special education students, designated exceptional, get more time to write tests and additional support, Edward is convinced he has discovered the perfect scam. All he needs is more time to write tests without studying and his 50% is guaranteed! However to become designated as exceptional proves to be more work than Edward ever expected. Does he really have learning disabilities? Edward learns more about himself as the screening continues.
This story challenges the reader to look at special education from a totally different perspective. Humourously written and fast-paced, it will capture the reader’s interest and imagination. It should also present some interesting topics for classroom discussion. Written as part of the ‘Orca Currents’ series, this novel is recommended for an elementary school library collection.
Reviewed by Carolyn Cutt, retired teacher-librarian, Vancouver SD #39
F WIS
Wishinsky, Frieda. All Aboard. Maple Tree Press, 2008. 84 pp. ISBN 9781 897349 39 7 $7.95
Frieda Wishinsky has written another Canadian Flyer Adventure. Matt and Emily use a wooden train whistle and their inherited sled to travel back to 1885. All they wanted was a ride on an old steam-train, instead they find themselves in the B.C. Rockies hours before the Last Spike Ceremony. They get a glimpse into what life was like for railway workers. Poor accommodation, cold and great danger were part of the job. Matt and Emily also meet some of the men responsible for building the railway that would connect all of Canada: Sanford Fleming, Donald Smith, Van Horne and rail worker, Edward Mallandine.
All Aboard is the ninth book in the Canadian Flyer time travel series. Each adventure tells of a different Canadian historical event at an easy to read level. Also included is a section ‘From the Author’ in which Wishinsky explains further facts. In this book, it is the role of Chinese workers. All Aboard is easy to read Canadian history, especially relevant with a trip to Craiglache on the B.C.-Alberta border
Recommended for grades 2-3.
Reviewed byGloria Reinheimer, retired teacher-librarian
370.92 MEH
Mehlmann, Gloria. Gifted to Learn. The University of Alberta Press, 2008. 325p. ISBN 978-0-88864-498-5. $24.95
This captivating memoir, written by a First Nations woman, tells of her twenty- year career teaching in urban Saskatchewan during the 1960s and ‘70s. Her life and the lives of her students were greatly influenced and affected by the discrimination and abuse that was prevalent during this time. The author’s personal story and that of her students is interwoven to reflect an educational system badly in need of reform. Her many challenges and accomplishments plus the invaluable lessons that she learned from her students, combine to make an informative statement for teachers today.
Beginning with her early teaching experiences, the author tells her story through a selected group of her students over the years of her career. As Mehlmann recalls: "children whose stories taught me about a side of teaching…that says more than university courses are required to elucidate." The text is well written, poignant, reflective and sensitive. Throughout, the author maintains how much she has learned from her students. This is reiterated in her closing comment: "…to become a good teacher, one has to remain a good student. It is a fine way to stay in the company of all who are gifted to learn."
This text should prove interesting and informative for both the experienced teacher and the beginning student.
Highly recommended for adult readers dedicated to education and specialists of Native Studies and Women’s Studies.
Reviewed by Carolyn Cutt, retired teacher-librarian, Vancouver SD #39
372.47 GEA (Professional Collections)
Gear, Adrienne. Nonfiction Reading Power: teaching students how to think while they read all kinds of information. Pembroke Publishers Limited, 2008. - 160pp. - ISBN 978-1-55138-229-6 $24.95
The author, a teacher for nearly 20 years including the last four years as a Literacy Mentor, was amazed to find that 80% of the time spent reading in the real world is reading non-fiction, yet little time had been spent on developing skills in nonfiction reading. This book sets out to counter that imbalance.
Over eight chapters Gear explains how Nonfiction Reading Power pertains to a surprising number of nonfiction forms (recipes, bills, manuals); providing lists of good Nonfiction Read-Alouds and Nonfiction Authors worthy of study. She then goes on to introduce the components of Nonfiction Reading Power:
Zoom-in,
Question/Infer
Determine Importance
Connect
Transform
and provides booklists for 18 Science and Social Studies topics.
Each Chapter from Three to Seven introduces one component i.e. Zooming-In and provides a list of books suitable for the study of Zooming-In as well as masters of student worksheets.
Chapter Eight gives advice on scheduling in two month blocks and includes some sheets to guide the teacher’s year end assessment and evaluation.
This book, rich in resources and clearly organized, is highly recommended for the professional collection of elementary schools, or to classroom resources.
Recommended for Elementary Professional Collections.
Reviewed by Marv Worden, retired classroom teacher, SD #68 Nanaimo-Ladysmith
398.2 PAU
Paulson, Kristoffer F. Scandinavian – American Folk Tales and Fish Stories. Illustrated by Kai Paulson. Mophouse Publishing, 2008. 52p. Illus. ISBN 978-0-9810287-0-5.
Pbk. $16.95
Every country and culture has its’ folk tales, past down through the generations from parents to children. Mainly handed down in the oral tradition, these tales are often embellished, exaggerated and changed throughout the ages. Similar stories are found in many cultures, especially fishing tales. Does a fisherman ever want to give away his fishing spot? ‘Little people’ also abound in folktales, as well as fierce, frightening characters and invisible nuisances.
The text is a collection of Scandinavian folk tales once told orally by the author to his children. Beginning with a fish story, the reader is then introduced to Oskar
(Stonebottom), a troll who dared to pick cloudberries while the sun was out. In the story "Old Hickory Chomper", the reader discovers how this fearful troll gets his ‘granite jaw’. The legend of the ‘Dragedukke’, "the doll who drags things away", is another intriguing story.
This collection is illustrated and published by the author’s son, Kai Paulson, a graphic artist. Each full-page illustration is vibrant, colourful and intriguing, adding fun and imagination to each tale. The reading level is sophisticated, suitable for intermediate readers and up. Written as simple family stories, the style is stilted in sections, but overall these tales should interest young readers. This text would prove useful for a theme of storytelling in the classroom, encouraging students to write stories from their own background and culture. It would also be an interesting addition to an elementary school library’s collection of folktales.
Reviewed by Carolyn Cutt, Teacher-librarian (retired), SD #39 Vancouver
578.769 SEP
Sept, J. Duane. The Beachcomber’s Guide to Seashore Life in the Pacific Northwest, Revised Edition. Harbour Publishing, 2009. 224p. ISBN 978-1-55017-453-3 $26.95
The intertidal marine life along the Pacific Northwest Coast is one of the richest in the world. Along these shores it is possible to identify and observe numerous animal and plant species. Whether on a class fieldtrip or a specific biological study, the observer will find this guide an essential resource tool. The introduction begins with a discussion on understanding tides and intertidal habitats, for example, sand beaches, mud flats and rocky shores. Micro habitats are also included, such as; under rocks, tidepools, floating docks and pilings. A magnifying glass is recommended for observation and a camera for records, rather than disturbing the fragile ecosystem or handling the sea creatures.
Appealing, coloured photographs enhance each entry. Full-page photos also introduce each animal or plant species. Notes are included with the entry for further information, as well as description, habitat and range. The final chapter lists "best beachcombing sites in the Pacific Northwest", including photographs, description, location and notes. Scientifically accurate, this guide is easily accessible for the young researcher or casual observer. This text is recommended as a useful reference for both an elementary and secondary school resource centre.
Reviewed by Carolyn Cutt, retired teacher-librarian, Vancouver SD #39
741.5 ODO
O’Donnell, Liam. Soccer Sabotage. Orca Book publishers, 2009 64 pp. ISBN 9781 55143 8849 $9.95
Graphic novel
Nadia’s soccer team has reached the National finals. Instead of playing as a team, the girls have become divas, each trying for individual glory. Helping with the team and narrating the story is Nadia’s younger brother, Devlin, and coach Nate’s son, Stewart. Rising soccer star, Aidan, is coaching an opposing team. He seems to be everywhere, sometimes in places he is not supposed to be. Is he also interested in dating Nadia?
Coach Nate is suddenly injured falling down a flight of stairs just before a playoff game. His duties are taken over by Stewart and Devlin. Stewart is determined to find out what really happened to his Dad. Was he pushed? Who is Mr. Singh and how does he know his father? What is Aidan doing in their dressing room just before player Lisa is injured by a falling object?
Liam O’Donnell and illustrator Mike Deas have created this graphic novel to appeal to both very good and reluctant readers. This easy to read, fast paced novel contains action, mystery, adventure and lots of soccer facts.
Recommended for grades 2-5.
Reviewed by Gloria Reinheimer, retired teacher-librarian
971.009 ARA
Arato, Rona. Courage and Compassion : ten Canadians who made a difference. Maple Tree Press, 2008 96 pp. ISBN 978 1 897349 35 9 $19.95
Courage and Compassion by Rona Arato covers 400 years of Canadian history and profiles 10 Canadians from different eras in our history. Some names are very familiar and others are not. Jeanne Mance moved to the new colony of Montreal and put her nursing skills to work helping both colonists and Aboriginal people. She is credited with starting our first hospital. Josiah Henderson, born a slave in the US, made his way to freedom in Canada. He then became a conductor on the Underground railway helping others escape. He established Dawn community, an area where former slaves could work and own land. Nellie McClung was a famous author and suffragette. Lester B. Pearson won the Nobel Prize for his peace -keeping efforts. He also gave Canada its own flag. Roger Obata felt the Canadian government had done its citizens of Japanese descent a grievous wrong during World war II. Although not evacuated himself, he fought for 41 years for a government apology and compensation. Other notables include June Caldwell, Judy Field Carr, Elijah Harper, Craig Keilburger, and Hannah Taylor.
Rona Arato celebrates ten Canadians by providing in depth coverage of their lives and accomplishments. This book is part of Maple Tree Press’ Wow Canada Series. Historical photos help the reader see into the worlds of these outstanding Canadians. She has covered many years of our history from earliest to modern times and from our older to youngest Canadians who have made a difference. Paperback format makes this a great book to add to a library.
Highly recommended for grades 4-7.
Reviewed by Gloria Reinheimer, retired teacher-librarian
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