More Book Lust: Recommended Reading for Every Mood, Moment, and Reason

More Book Lust: Recommended Reading for Every Mood, Moment, and Reason Review

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More Book Lust: Recommended Reading for Every Mood, Moment, and Reason Feature

The response to Nancy Pearl's surprise bestseller Book Lust was astounding: the Seattle librarian and winner of the 2004 Women's National Book Award even became the model for the now-famous Librarian Action Figure. Readers everywhere welcomed Pearl's encyclopedic but discerning filter on books worth reading, and her Rule of 50 (give a book 50 pages before deciding whether to continue; but readers over 50 must read the same number of pages as their age) became a standard MO.

Once again organized by topic, this sprightly follow-up includes an array of titles in nearly 150 eclectic categories, including Plots for Plotzing (highly unusual storylines), Animal Love (in which humans fall in love with animals), The Autobiographical Gesture (memoirs about complex lives), Child Prodigies (child characters who are called on to perform great and sometimes heroic acts), Nagging Mothers, Crying Children (true tales from the frontlines of parenting), and Libraries and Librarians. Both a valuable reference and a vastly enjoyable read, More Book Lust offers a wealth of enthusiastic, quirky reading recommendations.

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Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (New Edition)

Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (New Edition) Review

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Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More (New Edition) Feature

Drawing on a large body of empirical evidence, former Harvard President Derek Bok examines how much progress college students actually make toward widely accepted goals of undergraduate education. His conclusions are sobering. Although most students make gains in many important respects, they improve much less than they should in such important areas as writing, critical thinking, quantitative skills, and moral reasoning. Large majorities of college seniors do not feel that they have made substantial progress in speaking a foreign language, acquiring cultural and aesthetic interests, or learning what they need to know to become active and informed citizens. Overall, despite their vastly increased resources, more powerful technology, and hundreds of new courses, colleges cannot be confident that students are learning more than they did fifty years ago.

Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught.

In his final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique--one that educators will ignore at their peril.

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