HIT: Reluctant Readers-LONG

[Nkellner <Nkellner@AOL.COM>]

A big belated thank you to those of you who responded to my March '98 request
for information about reluctant readers.  I have been so busy writing the
paper that I postponed preparing this "HIT".  I received so much valuable
info, that it was almost a piece of cake to write the paper.  What follows is
an annotated bibliography of resources for those who want to develop or
enhance a reluctant reader collection as well as a list of review sources.  If
anyone is interested in more information I would be glad to send them my paper
as a file attachment so just email me directly if I can be of any help.  Once
again--THANKS.

Recommended Bibliographies for Reluctant Reader Collections

Ammon, Bette D. and Sherman, Gale W.  Worth a Thousand Words: An Annotated
Guide to Picture Books for Older Readers.  Englewood, CO:  Libraries
Unlimited, 1996.

The criteria for inclusion in this volume are artistic and literary quality,
sophisticated content and subject matter, universal themes and issues and more
complex text than traditional picture books.  These books serve as curriculum
supplements and will appeal as recreational reading to some "reluctants".  The
bibliographical entries include author, title, publisher, subject, theme,
genre and curriculum extensions.  It is indexed by author/illustrator, title
and subject.  Also included is an extensive bibliography for further
collection development.

Bodart, Joni Richards.  100 World-Class Thin Books -or- What to Read When Your
Book Report is Due Tomorrow. Englewood, CO:  Libraries Unlimited, 1993.

Despite its tongue in cheek title this reference is an invaluable source for
collection development.  Ms. Bodart’s goal is to select the "best examples of
short novels for adolescents and young adults."   The criteria for inclusion
are that the books be 200 pages or less, appeal to middle and high school
students and are quality literature. Bibliographical  entries contain subject,
themes and characters as well as author, title and publisher while also
providing springboards for booktalks and book reports.  This well-indexed
volume includes indices of curriculum area, genre, grade level  and
readability
(i. e. quick, average or thoughtful) as well as the traditional subject,
author, title and publisher indices.  The selections range from the hip
Weetzie Bat by Francesca Lia Block to the classic Of Mice and Men by John
Steinbeck.

Jones, Patrick.  Connecting Young Adults and Libraries.  New York:  Neal-
Schuman Publishers, Inc., 1992.

Much more than a bibliography, Patrick Jones’ work is the young adult
librarian’s bible.
In addition to a thoughtful discussion of collection development he writes
extensively about how to reach this difficult to reach audience.  His lists of
recommended magazines and review sources are superb.

LiBretto, Ellen V.  High/Low Handbook. 3rd ed. New York:  R.R. Bowker, 1990.

This handbook provides an extensive list of criteria to use in evaluating
potential high/low candidates.  The  focus is primarily on the "disabled" (or
remedial) reader who has a reading level of grade 5 or under and  interest
level of grade 6 and up.  Various authors with backgrounds in both research
and the field contributed to this work.  A 120 page annotated bibliography
does not consist of mainstream titles.  It was the aim of the compiler to
represent different perspectives in this work.  Thus this work is a wonderful
supplement to the more traditional high/low bibliographies.  Also included is
a 20 page annotated bibliography for reluctant readers. The appendices are
invaluable.  They include a directory of computer programs/publishers, book
publishers, other bibliographies and review sources.

McBride, William G. High interest-Easy Reading-A Booklist for Junior and
Senior High School Students. 6th ed.  Urbana, IL:  National Council of
Teachers of English, 1990.

The choice of wording in this title is significant.  "Easy" reading rather
than  the traditional usage "low" ability is perceived to be less pejorative.
Because it is written for use directly  by students in grades 7 to 12 who are
"non-readers by inclination not ability," references to grade and interest
level are omitted to avoid misleading the audience. It is, of course, an
important source for the librarian as well. Because it is compiled by a
committee with a wide range of views and backgrounds rather than an individual
with a single point of view, the list is more inclusive and representative
than other bibliographies.  Indices and a comprehensive publisher directory
are excellent.  Although this is not the newest version of this publication,
it was the only one available for review by this author.  The recommended
titles are somewhat dated. A newer edition published in 1996 is edited by
Patricia Phelan.

Pilla, Marianne Laino.  Resources for Middle Grade Reluctant Readers.
Englewood, CO:
Libraries Unlimited, 1987.

The value of the 30 page bibliography included in Pilla’s work is that it is
targeted for 4th to 6th graders, the years when reluctance blooms.  It is a
representative rather than a comprehensive list and is limited by its
publication date of 1987.  It does however point the selector in the right
direction for this age group by recommending certain authors and by the
inclusion of reading and interest levels. As a reference for issues such as
processing,  programming, evaluation and the librarian’s role the date of
publication is irrelevant and it remains a beneficial resource.

Sherman, Gale W. and Ammon, Bette D.  Rip-roaring Reads for Reluctant Teen
Readers.  Englewood, CO:  Libraries Unlimited, 1993.

A concise annotation this is not.  The editors selected only forty
"contemporary spellbinding books by forty outstanding authors."   Despite the
brevity of the list, this book is a must-have for anyone charged with
developing a collection for reluctant readers.   It is thorough and not
overwhelming  There is "something for everyone" with most of the favorite
genres represented.  The annotated bibliographical  entries are encyclopedic.
In addition to author, title and publisher are plot summaries, further
information about the author, suggestions for introducing the book to students
and literature extensions.  Citations are excellent.  The book is indexed by
author, title, theme, genre and curricular connection.  An appendix by
interest level is helpful. Reproducible bookmarks which list other books by a
recommended author, in a particular genre, about a similar topic and in the
same series can be used by the collection development staff to extend the
collection and are useful tools for reader’s guidance.

Note:  According to an e-mail discussion with the editors, a sequel More Rip-
Roaring Reads for Reluctant Teen Readers is due to be released in the fall of
1998.


Recommended Resources for Reviews

The following publications are excellent sources for reviews for selection
decisions:
Young Adult titles only:
VOYA-Voice of Youth Advocates
Kliatt Young Adult Paperback Book Guide
ALAN Review

Young Adult and Children’s titles:

Appraisal
BCCB-Bulletin of the Center of Children’s Books
Emergency Librarian
Horn Book
School Library Journal

General

Booklist
Kirkus


Nancy Riemer Kellner
Senior Library Assistant, Shrewsbury Public Library
Masters candidate, URI Library and Information Systems

NKellner@aol.com

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