Book Review: Literacy in America

 (Crossposted from The Itinerant Librarian) 

Lawrence R. Samuel, Literacy in America: a cultural history of the past century. Lanham, MD: Rowman and Littlefield, 2024.  ISBN: 9781538189542.

Genre: literacy, reading

Subgenre: history, education

Format: hardcover

Source: Hutchins Library, Berea College 

This book presents a history of literacy in the United States over the last century. Literacy here refers to learning how to read and the ability to read. This is not a book about what Americans may or not have been reading.

The book makes some good points, but it is a seriously slow read, and it is pretty much a dry textbook. Sure, it considers how literacy is a contested ground for race, gender, and class, and those are important topics. However, the important ideas get buried in the constant citing of scholarly articles, trade publications, and other academic sources. To be honest, the book reads like a student research paper where the student, instead of being selective in what sources to cite to support their claims, just cited everything they found to fill up the page quota. Whatever voice the author has gets lots in citation after citation of this scholar in a journal article or that teacher in an education magazine.  

This is what the author intended with the book: 

"Supported by hundreds of research studies conducted throughout the years as reported in scholarly journals and popular magazines, the book intends to make a contribution to the histories of education, language, and literature, sociology, and the United States as a whole" (vii). 

Oh, he lays those research studies and periodical articles pretty thick. As for the contribution statement, that is an ambitious declaration.

I was honestly hoping this would be more interesting, but it was not. One detail I will mention is that history often repeats itself. Some of the concerns today on whether kids can read or not are pretty much the same as concerns back in the day. Every time a new technology comes along, be it radio, television, or the internet educators freak out about kids abandoning reading. For the most part, the kids are still reading, even if it is not the "classics," but that is another conversation. 

For example, back in the 1920s aand 1930s, pearls were clutched because kids were not reading classics or wholesome books: 

"Students tendency to choose less than hearty literary fare was just one problem associated with literacy in the 1920s and 1930s" (1). 

Gee, the generation coming out of the Great War (World War I) and its horrors wants to read light, fluffy, escapist fare. The humanity! I would say not unlike today with readers seeking light, fluffy, escapist fare to forget the Hard Times for a while. 

Overall I would say this book was just OK. For libraries, this is highly optional. If I had been able to read a review copy beforehand, I would not have ordered it for our library. This may be one for larger academic libraries with comprehensive collections in education and maybe some large library school libraries. Small academic libraries can pretty much skip this. 

2 out of 5 stars. 

Book Review: Information Literacy and Social Media

 (Crossposted from The Itinerant Librarian)

 

Michele Santamaria and A. Nicole Pfannenstiel,  Information literacy and soci@l medi@ : empowered student engagement with the ACRL framework. Chicago, IL: ACRL, 2024.  ISBN: 9798892555456.

Genre: library science

Subgenre: Information literacy, social media, higher education

Format: trade paperback

Source: Hutchins Library, Berea College

 

I ordered this book for our library with high hopes, but in the end I was not really impressed. In addition, I do not think the $50.00 price was worth it for this very slim volume. 

As many of these LIS books, and articles as well, often do, this one starts with the common alarmist tone that most librarians are barely competent, mostly technology illiterate, and are clueless about the tech young ones today use. That could not be further from the truth, but I've read enough LIS books and articles to keep seeing that trope. Naturally, the authors are cool, hip, and knowledgeable and bring you their knowledge. The book shows a bit of the messianic tone some parts of librarianship embrace. 

Once you get past the opening we get a lot of LIS theory, reminders, and connections to the ACRL Framework, and arguments for bringing it and information literacy to social media. Some of the authors' points are valid, and others feel a little forced. In the end, the second chapter is a heavy literature review that is a bit of a slog to read. 

The one useful element of Chapter 2 are the reflection questions for teachers and/or library instructors. Taking the time to answer the questions, do some writing and journaling, can be a good preparation for teachers. It can also just be a good reflection exercise. I probably should take some time and do some of the writing. I have done some writing on my social media experiences, but I can always explore and reflect some more. 

The strength of the book is in Chapter 3 where you get the lesson plans and exercises. The plans are cross-disciplinary. The plans are detailed and well-structure. Activities are interactive and encourage students and their instructors to reflect on their experiences of social media and information literacy. Whether we like it or not, and there is a lot to dislike about social media, it is a big part of our students' lives and we should do better in educating them on how to navigate, use it, and evaluate better. This is where the lessons help. 

Every chapter includes a list of notes, and there is also a bibliography at end of the book for further reading or just to check the references. 

Overall, the good part is in the lesson plans. The rest of the theory could have been summarized better and/or kept brief. I do not think the contents justify the book's high cost. I'd say if you must read it to borrow it, scan the lesson plans, skip the rest. Still, I may try to implement a plan or two from the book down the road. Our students spend some time on social media, though from what I see it's not too connected to news and information. It is more for interpersonal connections, but that could be a topic to investigate down further. 

Overall, I liked the idea of the book. I did not like some of the tone of the book, its execution, nor the pricing. Still, it could've been worse. In the end as a whole it was just OK .

2 out of 5 stars. 

 

Additional reading notes: 

 

Students may push back on social media in the classroom: 

"Students bring with them the idea that social media should be reserved for non-academic purposes, an idea reinforced through schooling, teachers, and responsible use policies" (11).  

I somewhat agree with the students. Heck, I remember the days of early social media where librarians were given all kinds of warnings about not mixing work and personal online and where the wrong social media post could get you fired. Librarians on social media now are mostly normalized, but it is still wise at least to keep the professional and personal  somewhat separated. I say that based on experience, but I do admit it is easier said than done to keep the two aspects separate online. Note that while the authors acknowledge the negatives and dangers of social media, they downplay them somewhat to make their argument. I am not saying to completely disengage from social media, though complete disengagement should be an option if desired, especially in the current Hard Times. 

The list of reflection questions for teachers and librarians, starting in page 17 of the book: 

• What social media platforms do I currently use? What do I use them for?
• What do I believe to be true about the social media platforms I am familiar with (such as Facebook, Instagram, Tik Tok, X, and Pinterest?).
• What negative ideas about these spaces do I need to question and complicate/unravel so I can support learner engagement? 
• What positive ideas about these spaces do I need to question and complicate/unravel so I can support learner engagement? 
• What more would I like to know about these spaces to use them more effectively?

 

The list of classroom space reflection questions, to consider as you use the lesson plans here or for other social media activities, from page 48 of the book: 

• How collaborative is the instructional relationship? 
• How many sessions do you anticipate working on this threshold concept?
• Will the librarian be embedded in the course?
• Will the librarian provide ongoing social media and/or learning management system support to students?
• Does the library have library-specific content available within social media sites that can model social media use in support of learning?
• Does the library have social media accounts used to foster interaction between students and librarians?
• What will librarian instructor presence be like, on and offline?

 

Being a librarian who reads books helps me help students better

As I am preparing for a research consultation, I had a random thought that it pays off as a librarian to be a reader as well. Especially so if you read books from your own library on various topics. I can then recall book options for students that may come in for a consultation. 

For example, for the student writing on George Orwell, fascism, and the United States, Antifa (link to my review) comes to mind right away. 

For the student writing on Black history and suppression of Black history in schools, Our history has always been contraband comes to mind (link to review). 

I went to the library stacks, found them, and added them to the materials I would offer those students when they came in to meet with me. 

By the way, this can also include articles I may have seen and read on a student topic that I can then share with a student. At times, I have sent a student a link to an article on their topic after a research consult in the hopes they will find it helpful. 

I will note further that I have met librarians who, for whatever reason, declare that they do not read, or read as minimally as possible. For me, reading broadly helps me in my work. Even if it is just being aware and reading reviews as part of collection development can be helpful in helping students. But when I can put a book in their hands I have read and tell them that I have read it I think it has a bit more power. Now whether the student reads it or not, or at least skims it, is their choice. I am under no delusions they will read a whole book for a research assignment. All I can do is offer. Up to them to then use the resource or not. 

As I am typing this, I am thinking of making the occasional list of books I have read from our library that I can recommend for certain topics. It could be an occasional blog post here in part for my own reference. 

 

 

Book Review: Verified

 (Crossposted from The Itinerant Librarian)

Mike Caulfield and Samuel S. Wineburg, Verified: How to think straight, get duped less, and make better decisions about what to believe online. Chicago, IL: The University of Chicago Press, 2023. ISBN: 9780226822068.

Genre: reference

Subgenre: information literacy, internet, research

Format: trade paperback

Source: Hutchins Library, Berea College

 

This book is an essential guide everyone using the internet needs to have handy. This book teaches how to be skeptical of what you see online and how to evaluate it. In these Hard Times where the internet and social media are full of scams, click bait, rage bait, and all sorts of assorted bullshit, this book gives you the tools to separate the crap from the few good things that remain. This guide can help you navigate the enshittified internet. 

The book is arranged as follows: 

• Introduction.
• Chapter 1: Get quick context.
• Chapter 2: Cheap signals. 
• Chapter 3: Google.
• Chapter 4: Lateral reading. 
• Chapter 5: Reading the room.
• Chapter 6: Show me the evidence. 
• Chapter 7: Wikipedia.
• Chapter 8: Video games. No, it is not about games. This is more about how videos are used to deceive. 
• Chapter 9: Stealth advertising. 
• Chapter 10: Once more with feeling. 
• Chapter 11: Conclusion. 
• Postscript, which briefly covers large language models, so-called AI, and verification.
• Notes and bibliography. 

Caulfield, one of the two coauthors, created the SIFT method (Stop, Investigate, Find other coverage, Trace the claim). Along with Wineburg, they basically give you a full course on how to evaluate what you see online so you can be empowered and act accordingly. The authors take you through the process step by step. These are skill you can learn with relative ease, and you develop the critical habits taught in the book you'll be able to better navigate the internet. A strength of their lessons is that often they do not take a lot of time. That is because you learn to assess quickly. If you decide to pursue a topic further, the authors show you how to do so. If you assess and decide something is not valid, relevant, or just not worth your energy, you can swiftly move on. Being efficient is a key element here. 

The book is relatively easy to read. Each chapter gives you practical examples and then they explain how to best handle each situation. You then learn the overall lesson so you can apply it when you go online. Chapters also include various tips and pieces of advice. Every chapter ends with a list of takeaways summarizing what you are learning. 

By now I am sure many academic librarians apply the lessons from the book in library instruction. We've done some some of it, but we will be working on adding more formal elements from the book in our instruction sessions. However, you do not have to be in an academic setting. This accessible book works for anyone wanting to learn how to find reliable information, evaluate it, and avoid the rest of the crap out there. In a time when Google largely has gone to shit, this book gives you steps and advice for making some good from Google. You learn how to do lateral reading like fact checkers do, and Wikipedia can be your ally, contrary to what some old time educators may claim. Learn that and more reading this book, then keep it handy for when you need a reminder now and again. 

This book is essential for all libraries. Librarians who have not ready it need to read it and then promote it to their patrons. The book can be beneficial for students in composition classes that require research. It may also be of interest to journalism students, journalists, and other writers who do or should be doing research. I recommend it fully, and I would buy a copy for my personal shelf. 

5 out of 5 stars. 

Additional reading notes: 

What this book can help you with: 

"Instead of being driven by emotion and outrage, you'll come to see your gut reactions as precious gifts that signal you to pause, take a breath, and ask a basic question: Is what I am looking at even what I think it is?" (3) 

 

Google is a search engine, not a truth engine:

"Google is not a dispassionate partner in information seeking who diligently corrects you when you've taken a wrong turn. Google is out to please, trying to determine what you want-- even if doing so means giving you a dubious answer but one you want to hear" (78). 

 And with its high commercialization, predominant advertising model, and now integrating LLM and AI features, it's gotten worse in terms of finding what you actually need. 

Need to beware expertise cynicism: 

"In authoritarian regimes, creating a broad cynicism about all sources of expertise-- the press, academics, professionals-- serves to make sure political power, not truth-seeking, is the ultimate arbiter of what is true" (109). 

This book qualifies for the following 2024 Reading Challenges: 

Book Review: The College Student's Research Companion

(Crossposted from The Itinerant Librarian)

Arlene Rodda Quaratiello, The College Student's Research Companion: Finding, Evaluating, and Citing the Resources You Need to Succeed. Chicago: ALA Neal-Schuman, 2024. ISBN: 9780838938386.

Genre: academic writing and research

Subgenre: reference, guides

Format: paperback

Source: Hutchins Library, Berea College 

 

This is basically a research guide to academic research for undergraduate students. In the preface, the author argues what many of us librarians argue: "to write better research papers, you must go beyond the basics of googling your topic and learn how to use the wealth of other resources available to you" (ix). That argument sounds great in theory, but in my many years as a librarian and teacher, I am concerned many students still do the superficial path of googling and hoping to find something just good enough. They also hope they can get it past their professors. The issue of students finding materials just "good enough" to pass and the faculty who may let them pass is a question I ponder here or there, but it is not something to consider now. I will just say I am not too optimistic. 

The book takes students through the research process from selecting a topic, finding and evaluating resources, and then how to use the sources ethically. Each chapter includes review questions to reinforce learning. The book also includes appendices with extra information like classification lists and citation style. 

The book is relatively an easy read, and the author keeps a light humor at times to keep things accessible. Comparisons and analogies to illustrate ideas are plentiful. Explanations are clear and straightforward. This can be a good resource for undergraduates to learn about research. It is not a substitute for library instruction, but it can supplement it. I can see some undergraduate writing class adding this to their textbook list. It's a pretty good guide with some good advice. 

However, the book suffers the issue of so many LIS texts: it falls out of currency as it is published. This edition has a 2024 publishing date, but the material was likely  written in 2023, maybe 2022. That is just the academic publishing cycle. The point here is the book has no mention of AI (artificial intelligence) and/or LLMs (Language Learning Models) that are becoming the latest issue in information literacy and academia at the time I am writing this. I have a 7th edition is already in the works. Still, the book covers the basics well, but you may want to consider whether to get this edition and add supplementary material as needed or wait for a later edition. At this moment I am good with this edition. 

This book is a good option for academic libraries to have a copy on hand, maybe on their ready reference shelf (if they still have a ready reference shelf). We bought a copy at my library, and it is a circulating copy. We'll see over time if it circulates or not. I'll make a small promotional post on the library blog later on. For now, I like this book overall. It has a good presentation of academic research skills for undergraduates. 

4 out of 5 stars.