Bibliographies


 * Anita Cellucci**

An annotated bibliography for school and public libraries of recommended Fiction and Non Fiction for students whose first language is other than English. The book is organized by subject and includes appendices of Distributors of non print materials and publishers of print materials.The entry for each book contains a bibliographic citation, Reading Level, Interest Level, Library of Congress subject, and a brief annotation describing the book and how it can be used by the librarian or teacher who is working with students. Indexed by subject, title, and ethnic group.
 * 1. //Building an ESL Collection for Young Adults// by Laura Hibbets McCaffrey, Greenwood Press, 1998.**

Bibliography of Historical Fiction for secondary schools organized by time periods. The book is designed for use by Social Studies Teachers and Librarians to interest or "turn students on to" history.
 * 2. //America as Story: historical fiction for secondary schools// by Elizabeth Fitzgerald Howard, American Library Association, 1988.**

Annotated guide of best in print, organized alphabetically by topic, it is annotated and selected to reflect current information available to readers' advisors.
 * 3. The reader's advisor: an annotated guide to the best in print in literature, biographies, dictionaries, encyclopedias, Bibles, classics, drama, poetry by Hester Rosalyn Jacoby Hoffman, American Library Association, 1964 (seriously old - but would be an incredible resource in an up to date version).**

This book is geared toward parents and teachers who have a reluctant reader on their hands. Each title is annotated and reading levels are given. Also included, "If your child likes this book, then try this one."
 * Melanie Patterson**
 * 1. Backes, Laura. //Best Books for Kids Who (think They) Hate to Read: 125 Books That Will Turn Any Kid into a Lifelong Reader//. Roseville, CA: Prima Pub., 2001. Print.**

This is a book that I keep in my personal collection. It has quite a long section about reading aloud to children. It is geared toward adults who want to create a "reader-friendly home, classroom, and library." It also shares lessons learned from Oprah's Book Club and the Harry Potter series. The bibliography includes 1,000 books (picture books and novels) that are great for reading aloud to children from Kindergarten through high school. Each annotation includes grade levels.
 * 2. Trelease, Jim. //The Read-aloud Handbook//. New York: Penguin, 2006. Print.**

This bibliography of children's books takes on a casual tone that makes it approachable for any adult looking to put books into the hands of children. The book is organized by reading level, then alphabetically by title. There is also a title and author index. There is a FAQ section about choosing appropriate books for children.
 * 3. Lewis, Valerie V., and Walter M. Mayes. //Valerie & Walter's Best Books for Children: a Lively, Opinionated Guide//. New York: Quill, 2004. Print.**

This is a new book I picked up over the weekend, and it is outstanding. For each of the “traits,” there is an annotated list of picture books that could be used in teaching that concept. This is a resource that my K-2 teachers will love. Not only does it include classics and newer titles, but each theme has a number of follow-up activities relative to the titles recommended within.
 * 1. //Using Picture Books to Teach Writing With the Traits: K-2: An Annotated Bibliography of More Than 150 Mentor Texts With Teacher-Tested Lessons//, by Ruth Culham and Raymond Coutu, 2008. **

 This is a heavily annotated book, which probably falls into the "subject bibliography" category. One unique feature is that is provides related bibliographies for each Newbery winner -- in essence a series of bibliographies inside a bibliography. I can see many practical uses of this text though, especially for children who enjoyed a Newbery winner wanting to find out about similar books. Another use might be the anecdotal information used as booktalking material for a librarian/teacher.
 * 2. //The Newbery Companion, // by John Thomas Gillespie and Corinne J. Naden, 2001. **

 Not as widely known as some of Silvey’s other compilations, this book is filled with intriguing anecdotes about some of the best in children’s literature. It is geared for a parent audience, but I believe elementary teachers and librarians would find this equally as informative and helpful. Another reason I like this resource is that I trust Silvey’s judgment when trying to decide among a lot of hyped titles.
 * 3. //100 Best Books for Children//, by Anita Silvey, 2005. **

This book features chapters about different topics in YA literature, and at the end of each provides a list of relevant titles. For instance, the first chapter covers theme, and discusses novels that concern themes like sex, alienation, race, etc.; the book would fall under the heading of a subject bibliography. The lists include title, author, publishing date and publisher, and include multiple titles by certain authors. What is most useful about this book is that the chapters themselves offer quality instruction on how to incorporate young adult literature into the classroom.
 * Michael Lavieri **
 * 1. //Reading Their World: The Young Adult Novel in the Classroom// -- Ed. by Virginia R. Monseau & Gary M. Salvner **

This is a very simple book (as reflected in its title) offering lists for teachers and librarians, broken down by subject and grade level. It even includes a chapter called "About Books and Authors," which is a list of appropriate bibliographies. Each entry includes the title, author(s), publisher, year, and ISBN, along with a short annotation explaining the use of the book. Other chapters cover Historical Fiction, Biography, Trivia, and Teaching Skills.
 * 2. //The School Librarian's Book of Lists --// Jane E. Streiff **

This multivolume set covers artists from many different genres, including fiction, poetry, painting and film. Each section provides a three-to-four page long biography, including illustrations, and a list of the artist's work. Also included is a Works Cited, which lists book reviews and other critical works used in compiling the entry.
 * 3. //Authors and Artists for Young Adults// -- Ed. by Laurie Collier **


 * Mary Wood **

This bibliographic tool is a good high school resource for the library media specialist who would like to build the library’s fiction collection with popular titles. The book is divided into two parts. Part One lists works of fiction in alphabetic order by last name of the author or title. Bibliographic information such as Author, title, publisher, date of publication, paging illustration notes, price, out-of-print status, reprint publication data, ISBN and LC# are listed when available. There are also notes on sequels, publication history and contents of story collections also provided. There is a descriptive summary and an excerpt from a reviewing source. References are made from variant forms of author’s names, names of joint authors, editors, or compilers of short story collections. Analytical entries also heighten the usefulness of the catalog by expanding access to the library’s collection. Part Two lists work by title and subject index; access is provided by subject, theme, genre, form, and literary technique: here is a legal example: Grisham – The Chamber, The Client, The Firm, The Last Juror, The Partner etc. The Preface provides information about the collection from classic to contemporary works of adult fiction on 8000 titles; this material is updated with three annual supplements and will be updated with approximately 2000 new titles over the next four years. The Scope provides detail as a guide to works on fiction and promotes the acquisition and reading of out-of-print titles because good fiction never becomes obsolete. Also included is information on how the books are selected. This is done with the assistance of school and public librarians, from various geographic locations in the U.S.
 * 1. Greenfieldt, John. ** //** 15th Edition Fiction Catalog **//** . New York and Dublin: The H.W. Wilson **
 * Co. ****, 2006. Print. **

This bibliographic tool is a good resource for the library media specialist in the k-8 library. The book is organized by topics; i.e. Chapter books, Easy readers, Picture, Pre-school, Young adult novels, Classics, Family stories, Fantasy, Historical etc. This bio-bibliography contains 800+ entries on children’s literature. The focus of this book is on children’s books published in the last 100 years and particularly the last 50 years after World War II. The book also decided to treat its subject broadly and the entries included essential names, title, dates and thoughtful evaluation. One of the book’s goals for the adult reviewer was to entertain them and bring them the joy of children’s books. The book offers a wide range of perspectives and invites the children’s book authors and artists to speak for themselves about their work. One of the things I enjoyed the most was re-discovering some favorites about which I had long forgotten, such as Noel Streatfeild’s shoe series. I made three important discoveries about these books. First, I discovered the writer’s name was Mary Noel Streatfeild, and was not a male. Secondly, I discovered, and it makes perfect sense to me now that these books were written about the professional training of children, hence the names: Ballet Shoes, Tennis Shoes, Skating Shoes, etc. Lastly I learned that Streatfeild won a Carnegie Medal. Another discovery was learning one of my all time favorites was in the bibliography, The Bobbsey Twins by Laura Lee Hope (pseudonym for Edward Stratemyer). They were two sets of sibling twins who went on adventures and solved mysteries, similar to the Nancy Drew and Hardy Boys. Finally, I’m happy to know that these books are still in print and be making appearances as Christmas gifts.
 * 2.** **Silvey, Anita, ed. Children's Books and their Creators; An invitation to the feast of**
 * twentieth-century children's literature. Boston-New York: Houghton Mifflin Co, 1995. Print.**

I selected this book because I know the author and have a dedicated and autographed copy of his bibliography. Collecting these books was John’s passion and he wrote this bibliographic tool as a guidebook for collectors. The Introduction to the book provides a clear explanation of the objective selection of the books, and the importance of the nineteenth-century publishers, William D. Ticknor and James T. Fields. Their successors are Houghton Mifflin & Co., who still use Ticknor & Fields’ imprint today. Like the other bibliographic books, this book is also divided into sections. The first section provides details on the books, such as author, title, pages, edition, cost, year printed, and number of copies printed as well as a detailed annotation of the book. The second section is organized alphabetically by author with the corresponding book number such as 1 through 100 as noted in the title, i.e., Holmes, Oliver Wendell 19, 24, 68, 82; these do not refer to page numbers. Ticknor and Fields’ published a long list of important authors such as Ralph Waldo Emerson, Nathaniel Hawthorne, Julia Ward Howe, Henry Wadsworth Longfellow, Elizabeth Putnam (the author of the 1st of two cookbooks published by the firm), Henry David Thoreau, and John Greenleaf Whittier to name a few. The firm did not publish many works by females; they were not very female friendly. Ironically the firm never pursued Louisa May Alcott. The firms’ attitude towards women was typical of the era; however after the male losses of the Civil War they did refocus and began to publish more women. They also published a youth magazine because they felt the youth had been neglected during the war. Finally, after many years of collecting books written by Ticknor and Fields, John sold his collection. The collection now resides in the library at the University of North Carolina at Chapel Hill as part of their rare book collection.
 * 3. Pye, John William, ed. The 100 Most Significant Books Published by Ticknor**
 * and Fields 1832-1871. Charlestown, MA: Henry N. Sawyer Co., 1995. Print.**


 * Kate Millerick - 3 bibliographies**

** 1. The Essential Guide to Children’s Books and Their Creators – Anita Silvey, editor (2002) ** This volume introduces people to the best books for children. The books in this selection are meant to “inform, impress, and most important, excite young readers.” This edition contains almost 500 entries on much loved children’s authors & illustrators. It also includes reading lists by category – which is a nice way for anyone interested in finding a children’s book to narrow down what would make a good selection.

** 2. Children’s Core Collection (2010) 20th ed. / edited by Anne Price ; assisted by Marguerita Rowland ** This book is a complete list of fiction and non-fiction for kids ages preschool-6th grade. A new edition is published every 4 years with three supplements annually. This collection also includes aids for teachers, parents and library specialists. The Children’s Core Collection is also ideal for use in the library for collection development and maintenance as well as curriculum and professional development. This book has two parts: 1) Classified collection that is arranged using the Dewey Decimal System. The books are then sorted by: Fiction, Story Collection & Easy Books. 2) The second part of this book is arranged by Author/Title/Subject index


 * 3. ** ** A to Zoo: Subject Access to Children’s Picture Books (7th edition)– Carolyn W. Lima & John A. Lima – ** This book is divided into subject headings, subject guides, title indexes, bibliographic guides & illustrator indexes. This version was published in 2006. The bibliographic guide is arranged by author to make it easy to navigate. Another important aspect of this book is that even if you know only a title or author name, you are able to cross reference to find the listing you are looking for & learn the subject of the work in question from the subject guide or the subject headings section.

From Stacia Frederick, 3 favorite bibliographies:

1. Best Books for Children, Preschool through Grade 6, 8th Edition, by Catherine Barr and John T. Gillespie, 2006. The Contents section is very thorough. Under the section “ Literature  ,” there are many headings, such as “Books for Younger Readers,” “Fiction for Older Readers,” and “Poetry.” There are other section headings such as “The Arts and Language,” “History and Geography,” and “Recreation.” There is also a “Subject/Grade Level Index” and “Major Subjects Arranged Alphabetically.” The book listing contains 14 pieces of information where applicable: (1) author/editor; (2) title; (3) suitable grade levels; (4) adapter or translator; (5) illustrator’s name; (6) series title for  nonfiction books  ; (7) date of publication; (8) publisher and price; (9) ISBN; (10) paperback publisher; (11) number of pages; (12) annotation; (13) review citations; and (14)  Dewey Decimal number. This bibliography is a wealth of information with 1,783 pages!

2. Books Kids Will Sit Still For, The Complete Read-Aloud Guide, 2nd Edition, by Judy Freeman, 1990, 660 pages. Each entry contains 8 pieces of information: (1) author(s); (2) complete title; (3) illustrator; (4) publisher; (5) copyright date; (6) ISBN if the book is in print; (7) annotation (simple plot statement with practical ideas to tie into subject areas such as language arts, library skills, science, social studies, art, music, and physical education); and (8) up to 5 subject headings under which the book is listed in the Subject Index. Also, where applicable, you will find the number of chapters, pages, stories, and/or number of sittings required to complete a title. There are 4 indexes at the back of the book: Author, Title, Illustrator  , and Subject (lists grade level). There are many ideas throughout the book for teachers/librarians/parents to get students interested in literature such as instructions on creating projects, playing games, and celebrating with books.

3. More Books Kids Will Sit Still For, A Read-Aloud Guide, by Judy Freeman, 1995, 869 pages. This is a companion book to the #2 book above, a manual of ways to use children’s books. All titles (more than 1,400) have been “kid tested” – teachers fill in a Read-Aloud Survey form to record their comments and their children’s reactions and students evaluate books. This book contains almost 20% of multicultural title, compared with the first volume containing less than 9%. Titles are from 1990-1995, plus titles from 1989 and before that weren’t in the #2 book above. Additions to this book from the 2nd Edition are sections entitled: “50 Ways to Recognize a Read-Aloud,” “Freeman’s Favorites (1984-1994),” “Books that Bomb,” “A List of Memorable Authors and Illustrators,” and “The Importance of a School Library/Media Center Program,” and a few others.

From Emmy Garr:

Rochman, Hazel. //Against Borders: Promoting Books for a Multicultural World//. Chicago: American Library Association, 1993. Print. This is an invaluable resource for library professionals and teachers who instruct about literature. It is divided into two sections. The first section is comprised of chapters that represent different literary themes (i.e., “The Perilous Journey,” “Outsiders,” and “Finding the Way Home”); each chapter is divided into mini-essays that explore various examples of that theme in multicultural literature. The second section is a more of a traditional annotated bibliography of resources about specific cultural groups, the Holocaust, and apartheid. This resource is especially helpful for educators because it goes beyond listing the books; rather, author Hazel Rochman concisely explores books in relation to themes, and shows how they interconnect. This is a great “jumping off” place that will help educators present the best literature in the most complete way to students.

Sova, Dawn B., and Ken Wachsberger. //Banned Books: Literature Suppressed on Social Grounds//. New-York: Facts on File, 2006. Print. Part of the “Banned Books: Literature Suppressed on ___ Grounds” series, this is a very thorough bibliography of literary works that have been banned because they “ignored or defied official truths or merely contained ideas or language unacceptable to a state, religion, or individual moral watchdog” (quote from the back cover of the book). This is the revised edition and contains new entries like the //Captain Underpants// series. It is very helpful to have an updated collection of banned books, as it is important for students to understand both the historical and social context in which the work was banned and the fact that books are still banned today. The writing in this resource is clear and easy for high school students or educators to comprehend; each page-long entry split into “Summary,” “Censorship History,” and “Further Reading” sections.

Blanchard, Mary Loving, and Cara Falcetti. //Poets for Young Adults: Their Lives and Works//. Westport, CT: Greenwood, 2007. Print. This is a thorough and comprehensive biobibliography that is helpful for library staff or teachers as well as being accessible for upper middle to high school students. Education professionals can utilize this reference when trying to determine which poets they’d like to focus classroom studies on, or to help refer students. Students can use this as a research tool or to help them find a poet they might be interested in reading for pleasure. Each biographical entry is followed by suggested websites, a bibliography of the poet’s works (including any prose or non-fiction they’d published), and a list of references and suggested reading. Overall this is a nicely packaged, easy to use, and updated tool for teachers or students of poetry.

From Mary Gaeta

Odean, Kathleen. //Great Books for Girls: More than 600 Books to Inspire Today's Girls and Tomorrow's Women//. New York: Ballantine, 1997. Print. This bibliography is good for the LMS, Reading teacher, and parents. The book is divided into sections: Picture storybooks; Folk-tales; Books for beginning readers;Books for middle readers; Books for older readers; and Resources for parents. Within each section, the suggested books are listed in order by author’s last name. Each book has a paragraph summary of the book.

Odean, Kathleen. //Great Books for Boys: More than 600 Books for Boys 2 to 14//. New York: Ballantine, 1998. Print. This bibliography is good for the LMS, Reading teacher, and parents. The book is divided into sections:Picture storybooks; Folk-tales; Books for beginning readers;Books for middle readers; Books for older readers; and Resources for parents. Within each section, the suggested books are listed in order by author’s last name. Each book has a paragraph summary of the book. Interesting to note the Great Books for Boys breaks each section down further with a nonfiction sections. This is not done in the girls book.

<span style="font: 12px/16px 'Times New Roman'; letter-spacing: 0px; margin: 0px;">Ott, Bill. //Booklist's Guide to the Year's Best Books: Definitive Reviews of over 1,000 Fiction and Nonfiction Titles in All Fields//. Chicago: Triumph, 1992. Print. This book is good for a public librarian and his/her patrons. The book is divided into two sections: nonfiction (256 pages) and fiction(156 pages). It also contains andauthor and title index.