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TL9.1Larry 28 Ontario School Library Association P r o fe s s io n a l r e s o u r c e s T L Library and Learning Resources Instruction Department, T.D.S.B. School Library Information Centre Handbook. Toronto: Toronto District School Board, c2000. Available from T.D.S.B., 3 Tippett Rd., Toronto, ON M3H 2V1 for $25.00. The rationale for this excellent resource arose from the need to consolidate policies and practices for all teacher-librari- ans, following the amalgama- tion of many public Boards into the Toronto District Board. The authorial team, led by Cathi Gibson-Gates, is also respond- ing to the need for practical ways for school library pro- grams to integrate the recent curriculum directions from the Ministry of Education with OSLA's own document "Information Studies: Kindergarten to Grade 12". The resulting binder for ele- mentary and secondary school libraries is packed with useful materials organized under three strands: l Instruction brings in the Information Studies docu- ment and provides tem- plates for planning with teachers, using computers effectively, and encourag- ing reading programs. In addition, there is a com- prehensive guide to fur- ther sources of profession- al materials. l Management provides sensible, tested policies for budgeting, purchasing, cataloguing and develop- ing a collection - essential for experienced and rookie teacher-librarians alike. l Leadership offers advoca- cy and policy development templates to make the task of fulfilling another key role much easier. Here are found TDSB policies relat- ing to conduct, copyright, equity, access issues, and working with student vol- unteers. Initially designed for distribu- tion throughout the TDSB, those outside the Metro area will find this document to be an essential tool both for the room language arts program, with time built in for teachers to discuss with individual stu- dents what they are reading. Krashen's conclusions about having romance novels, comic books and other forms of "light" reading in the library collection are included as are his thoughts on extrinsic rewards for reading. Children will read, whether prizes are offered or nothing is offered, if they have the chance to find out that reading is pleasurable. The book divides into three: the research providing the evi- dence about FVR, the research about FVR vs. direct skill-build- ing instruction and the cure. It is an easy read, with key state- ments made in the sidebars (lending themselves to the highlighter). Share the findings with your colleagues and par- ent associations. Make this a "must-read" item for your professional reading list! z Cheryl Dinnin "Reading is the only way we become good readers, develop a good writing style, an adequate vocabulary, advanced grammar and the only way we become good spellers." That's quite a statement! But, on reading this book, you will see how such a statement can be made. Dr. Stephen Krashen has himself researched and studied the research of others to draw these conclusions. He provides many implications for teacher-librarians and teachers for improving student reading scores through FVR. Having a school librarian makes a difference in the amount of reading students do. Children read more, his conclusions show, when they listen to and discuss stories. They read more when they see other peo- ple reading, so teachers and teacher-librarians should model this pleasure reading as often as possible. Suggestions are made in the book for mak- ing FVR the core of a class- Edited by Sue Tedesco generic content and as a model to follow in creating and adapt- ing their own guide, corre- sponding to local practices. It is available in electronic for- mat, and purchasers will also be entitled to receive updates and additions as they occur. z Dianne Clipsham Krashen, Stephen. The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited, 1993. ISBN 1-56308-006-0