BCTLA -- a specialist organization of the BC Teachers' Federation

BCTLA Reviews

Reviewing Service for British Columbia Resources

 

Guidelines for Reviewers


Introduction

These guidelines were originally developed by Grace Funk and authorized for use in the BCSLA Reviewing Service by the Table Officers on February 14, 1976. Further revisions were made by Val Hamilton and Penny Haggarty. These additional revisions are intended to simplify the document and to make the guidelines applicable to more types of resources.

Preparation of Reviews

    • Use "Criteria For Reviewing Print" and "Criteria for Reviewing Non-Print" as guidelines, recognizing that not all criteria will apply to each item.
    • For examples of good reviews, consult the "Sample Reviews" section.

Review Outline

Each review should have three parts in addition to the bibliographic description.

For Print Resources:

  • A brief description of the contents and scope; the organization of the contents and parts (e.g., indexes, glossaries, chapters); and a physical description of the resource (e.g., design, format).
  • For Non-Book Resources:

  • A brief description of the contents and scope; contents of the parts; organization of the contents and the relationship between the parts; physical description; and packaging.
  • For BOTH Print and Non-Print Resources:

  • An evaluation (see "Criteria For Reviewing Print Resources" or "Criteria For Reviewing Non-Print Resources").
  • A recommendation. In the body of the review state whether the resource is simply recommended, or recommended with reservations, or not recommended at all. In particular, indicate for whom it is intended.

  • Submission of Reviews

    When you are sent material to be reviewed you will also be supplied with a form on which to submit your review. Note the following directions:
      • Reviews should be typed, double spaced, and should be between 150 to 250 words long.
      • Reviews may be submitted on a 3.5" disk which will be returned to you. In this case, the unused form must be returned as well.
      • Add your position, institution and school district (number and name) to your signature at the bottom of the form.
      • One copy of the review should be forwarded to the BCTLA Reviewing Service Editor, as listed on the review sheet.
      • Your review will be edited by the BCTLA Reviewing Service Editor.
    Please feel free to ask questions and contribute suggestions in order to make this service as helpful as possible.

    Criteria for Reviewing Print Resources

    1. Author

      • Who is the author?
      • What are the author's qualifications and background?
      • What is the author's purpose in writing?
      • How successfully has this purpose been achieved?

      2. Point of View

      • Is the author biased in any way?
      • Is the presentation true-to-life or unrealistic?
      • Is the presentation restricted to information only, or are opinions also included?

      3. Style and Presentation

      • Is the prose well-written, in clear, concise sentences, with no grammatical errors.
      • In fiction, is the characterization three-dimensional, the plot well constructed, the background vivid?
      • In non-fiction, is the approach scholarly, technical or popular?
      • Is the information presented accurate and current?
      • Is the development orderly and clear, or confusing?
      • Is the presentation dull, or lively and interesting?

      4. Illustrations

      • Are the illustrations aesthetically pleasing?
      • Are the illustrations accurate? (e.g., faithful rendering of the author's text, and/or technical and scientific accuracy).
      • Do the illustrations add to the presentation, or are they merely decorative?
      • Are the illustrations compatible with the text in style?
      • Are the illustrations properly placed on the pages, relative to the text?
      • Do graphic aides such as charts, graphs and timelines act as concept organizers that will assist readers to understand the content.

      5. Physical Make-Up

      • How it the resource organized and designed?
      • Do features such as headings, indexes, bibliographies and glossaries contribute to ease of use.
      • Are the binding, type and page design appropriate?

      6. Suitability for School Use

      • Are the subject, scope and presentation of use at the level for which the resource is intended?
      • Are there any drawbacks for school use.
      • Does the item have particular value in any curriculum area?
      • To what group would it appeal?
      • What is the reading level? Use the Fry Scale below to determine this.
      • What is the interest level?
      • How does the resource compare with other materials serving the same purpose? (When citing another title for comparison, note the publisher and date of publication in parentheses after the title.)

    Criteria for Reviewing Non-Print Resources

    1. Author/Producer

      • Who is the author or producer?
      • What are the author's qualifications and background?
      • What is the purpose in producing this material?
      • How successfully has this purpose been achieved?

      2. Audience

      • Is the material intended for:
        • large groups?
        • small groups?
        • individuals?
      • Can it be used independently by students or must it be presented by a teacher?

      3. Point of View

      • Is there evidence of any bias in the presentation?
      • Does the material stimulate ideas and the imagination, promote discussion and arouse emotion, or does it simply inform?

      4. Presentation

      • Is the presentation lively or dull?
      • Is the organization clear or confusing?
      • Are the concepts fully developed?
      • Is the information presented accurate and up-to-date?
      • Is the rate of presentation, and the amount of information given, appropriate for the purpose and for the intended audience?
      • Does the printed material meet the criteria suggested for print resources?
      • Are the visual images of poor, acceptable, good, or excellent quality?
      • Is the sound clear and intelligible?
      • Are background music and sound effects helpful or distracting?
      • Is colour used effectively?
      • If the production is adapted from a literary source, is the item faithful to the original in text, illustration and intent?

      5. Medium

      • Is the medium chosen suitable for the purpose, or would some other medium serve as well, or better?

      6. Physical Make-Up

      • Is the organization of the information easy to follow?
      • Are titles, captions, and graphics well used?
      • Are the various components well labelled and easy to use together?
      • Is the packaging durable and the item easy to shelve?

      7. Suitability for School Use

      • Are the subject, scope and presentation of use at the level for which the resource is intended?
      • Does the item have particular value in any curriculum area?
      • To what group would it appeal?
      • Are there any drawbacks for school use.
      • How does the resource compare with other materials serving the same purpose, or in the same field? (When citing another title for comparison, note the producer and date of publication in parentheses after the title.)

    Sample Reviews

    Fiction

    Bayless, Maureen.
    Howard's house is haunted. -- Scholastic Canada, 1993. -- 78 p. : ill. -- ISBN 0-590-74559-X. -- $3.95.

    GHOST STORIES

    Reviewed by: Gloria Reinheimer, teacher-librarian, Laronde School.

    Howard is a very unlikely hero. He is afraid of ghosts, spiders, creaky noises, slithery snakes, bullies, basements and the dark. The first chapter is even entitled "Howard the Coward." Howard's problems begin when his parents buy an old, neglected house that everyone in the neighbourhood knows is haunted. To make things worse the family moves in just before Halloween.

    Once they are settled in the new, old house, food disappears, his mother's typewriter goes by itself and Howard hears footsteps in the attic above him. He must rid the house of this pesky ghost.

    This is a very gentle story. Howard, with his round spectacles and clutching his scruffy monkey for courage, turns out to be more fearless than Punch McLaredy, the class bully. Punch and his boa, Chokey, will help scare away the ghost, only if Howard does Punch's homework forever more.

    This story would be easily managed by both early and lower level readers.

    Part of Scholastic's "Shooting Star" series, it has short crisp sentences, simple vocabulary, and lots of dialogue. Maureen Bayless has also used lots of detail and short chapters. Howard's House is Haunted will appeal to boys because of Chokey, the snake, and the ghost. The most delightful part of this story is that Punch, the stereotype bully, becomes Howard's friend and the old house that Howard thinks is so unsuitable becomes home for three generations of his family and the "ghost."


    Non-Fiction

    616.8
    Katz, Alice.
    Eating without guilt : overcoming compulsive eating. -- 2nd ed. -- Self-Counsel, 1991. --91 p.--ISBN 0-88908-978-7. -- $7.95.

    COMPULSIVE EATING // FOOD HABITS // REDUCING -- PSYCHOLOGICAL ASPECTS

    Reviewed by: Rosemary Anderson, teacher-librarian, W.L.McLeod Elementary School, SD#56 (Nechako).

    This book is written by a cognitive therapist who is a practising counsellor specialising in helping people deal with compulsive eating, self-esteem, and anger. Compulsive eating is defined as eating in response to your mind, instead of your body. Overeating is usually a symptom of a problem, not the problem itself. Dieting can control overeating, but because one is attacking the symptom rather than the problem, diets usually fail. This book is a very practical guide that can help one learn what lies behind compulsive eating, so that one can address the real problem and get eating habits into a healthy, normal, balance. Topics addressed in the book are: defining compulsive eating, planning for change, understanding eating patterns and hunger, the relationship between emotions and eating habits, body image, taking charge of one's life, making changes and, finally, eating without guilt.

    Eating Without Guilt is a well laid out soft cover book with a table of contents, appendix of other recommended reading, twenty-four exercises, and eight charts. There are no illustrations. It is printed in reasonably sized clear type on non glare paper, with the headings in boldface upper case letters. The important points are emphasised by indentation and black dots at the beginning. Cryptic encouraging points conclude each chapter. The reader is led thoughtfully through the text. Explanations, practical solutions, and counselling help to make this a particularly useful self-help book.

    The reading level of this book is late intermediate/secondary, and the target audience is adult. However, this book could be used successfully at the senior secondary level. I would recommend this book be purchased for secondary libraries and high school counsellors, as well as public libraries.


    Non-Fiction

    670
    Seven modern wonders of the world. -- Raincoast, [1992]. -- unp. : ill. -- ISBN 0-920417-84-1. -- $11.95.

    CURIOSITIES AND WONDERS -- JUVENILE LITERATURE // HISTORIC BUILDINGS -- MISCELLANEA -- JUVENILE LITERATURE

    Reviewed by: Gloria Reinheimer, teacher-librarian, Laronde Elementary School, SD#36 (Surrey).

    Seven Modern Wonders of the World is a small compact book with compact facts, and compact pop-up pictures. This book deals with manmade wonders from 1851 to 1937. Six of these seven wonders; the Eiffel Tower, Panama Canal and Golden Gate Bridge, still exist today. These creations were called wonders because they required engineering techniques which were innovations in their time.

    The pop-up format, which takes up two pages, seems to justify the short text. The pop-ups themselves are quite simplistic, unlike many other pop-ups which have more than one moving part.

    This book is quite interesting, but it has a fairly high reading level which makes it unsuitable for small children, which the pop-up format seems to denote. However "Adults like pop-up books too," says a colleague. The pop-up format makes it unsuitable for library collections.


    Non-Fiction

    971.1
    Miles, Fraser.
    Slow Boat on Rum Row. -- Harbour, 1992. -- 270 p. : ill. -- ISBN 1-55017-069-4. -- $26.95.

    SMUGGLING -- BRITISH COLUMBIA -- PACIFIC COAST -- HISTORY // SMUGGLERS -- BRITISH COLUMBIA -- BIOGRAPHY // MISSION (B. C.) -- HISTORY

    Harbour Publishing
    P. O. Box 219
    Madeira Park, BC
    V0N 2H0

    Reviewed by: Janet McKinlay, teacher-librarian, Churchill Secondary School, SD#39 (Vancouver).

    In December 1931, while living in Vancouver, nineteen year old Fraser Miles received a phone call from a friend that promised him a much sought after job during hard times. Little did he know at the time that he would spend the next two years as a West Coast rum runner. Debunking the myth of the exciting, romantic, and dangerous life of the rum runner, Fraser Miles talks of the boredom, the repetitious tasks, the confinement and the natural danger. This danger came not from rum running itself, but from life on the open seas.

    Fraser Miles grew up in the 1920's in Mission, BC and begins his two part narrative by describing his childhood during the depression years. Writing of the intimate details of the life of a West Coast rum runner, Fraser Miles provides us with little known facts -- available publications on rum running focus on the violent life of the gangsters in Eastern Canada and the U.S and tell little of the ordinary people involved in the day-to-day business of making a living smuggling alcohol on the West Coast. He writes very informally, very conversationally, at times to the detriment of both clarity and grammatical correctness. Not only was life repetitious but also, unfortunately, are the chapters. Mr. Miles has interspersed his narrative with numerous photographs of various rum running boats and their crews.

    However, the tone of this book is often unnecessarily offensive. Mr. Miles writes in retrospect, yet makes no attempt to update language or ideas or ideas 'accepted' in the 1920's and 1930's but not acceptable today. For example, the fact that his black cat's name is "Nigger" is incidental to the story, yet emphasised. He refers to the Chinese railway workers as "Chinamen", abusive female teachers are labelled "bitches", while most other women are described in terms of their cooking ability, except for the prostitutes "Celestine and her little kittens". Other accounts contain disturbing and insensitive references. For example, he refers to a youth who regularly sodomizes others as having an "awful dirty habit" and describes a boy with a muscular affliction as running with "legs and arms jerking like a puppet on a string," albeit "fantastically gutsy". He makes frequent evaluative comments looking back at the events of his youth, but allows his racist, sexist, insensitive comments and overtones to stand as 'acceptable'. The cumulative effect of these 'minor' incidents is disturbing. It is no longer appropriate to allow such ideas to be presented under the guise of historical accuracy, particularly when the author does nothing to counteract the destructive nature of such attitudes. For these reasons, I will not recommend this book for purchase.


    Non-Print Media

    574.971
    Enviro-Canada Series 1 [picture]. -- J & L MacPherson, 1990. -- 7 study prints : col. + 1 teacher's guide with student worksheets (100 p.)

    NATURAL HISTORY -- CANADA // ECOLOGY // CANADA -- CLIMATE

    J. & L. MacPherson Educational Service Ltd.
    3030 Collens Hill Road
    Kelowna, BC V1Z 1P5

    Reviewed by Hilda Mitchell, Teacher-librarian, Pearson Road Elementary School, School District #23 (Central Okanagan).

    The posters portray seven representative Canadian ecosystem ranging from the Arctic Tundra to the Grand Banks of Newfoundland. Each ecosystem is approached in an identical manner. Water colour illustrations and accompanying captions are organised under the heading of atmosphere, animals, plants and soil. Additional information regarding the above topics is given in paragraph form at the bottom of each poster.

    An accompanying teacher's guide consists of teacher information and keys, student references and worksheets, as well as research suggestions. While the majority of units in the guide serve to complement the posters, additional units deal with an introduction to the environment, studies of climate and atmosphere in the world, including specific regions of Canada, with particular emphasis on British Columbia weather patterns. The concluding unit deals with a short diagram history depicting the evolution of environmental changes.

    Information and worksheets are presented at three levels -- grades four to seven, grades eight to ten and grades ten to adult. Several informative charts and diagrams are included which could be reproduced on an overhead for class use. Various levels of Bloom's taxonomy are represented in the questions posed at each level.

    This package provides a starting point to the general study of ecosystems, with particular emphasis on Canadian ecosystems. Several improvements could be made to this kit to improve its usefulness to educators. The teacher's guide needs and introduction containing a clear statement of goals and objectives to be met with the use of these materials. Also a list of references should be included in order to substantiate and acknowledge sources, as well as to serve as further study guide to students and teachers.

    The set of four posters are sold separately for $30.00. the sale of photocopying rights for the teacher's guide and student worksheets for five years starts at 50 cents per student, based on total enrolment of the school. The price decreases to 25 cents per registered student if the package is purchased for district use.

    Adapted from "Reviewing service for British Columbia materials -- guidelines for reviewers." The Bookmark, December, 1993.