Professional Connections:Resources for Teachers and Librarians Kate Quealy-Gainer, Assistant Editor Lambert, Megan Dowd Reading Picture Books With Children: How to Shake Up Storytime and Get Kids Talking about What They See. Charlesbridge, 2015 176p ISBN 978-1-58089-662-7 $21.95 Lambert, a lecturer at Simmons College, provides a guidebook to the Whole Book Approach, a “co-constructed (interactive) storytime model centered on the picture book as a visual art form,” an approach developed at the Eric Carle Museum of Picture Book Art. Despite the title, the Whole Book Approach is really more child-centered than book-centered, focusing on the ways children interact with books and emphasizing their experiences of what they see and hear during a storytime rather than analyzing the text or pictures. Lambert’s thoughtful introduction discusses her own struggles with learning to decode pictures and her subsequent education in all things picture book, including layout, medium, style, etc. Chapters include overviews of trim size, jackets and covers, endpapers, front matter, typography, page design, and perhaps most helpfully, a guide to encouraging visual intelligence among children and the benefits of her approach. Resources includes tips on creating and leading Whole Book storytimes, sample questions for Whole Book storytimes, a glossary and further reading. Scales, Pat Books under Fire: A Hit List of Banned and Challenged Children’s Books. ALA, 2014 232p ISBN 978-0-8389-1109-9 $47.00 This title by Pat Scales, past president of ALSC and former chair of ALA’s Intellectual Freedom Committee, includes a rundown, in alphabetical order, of books that have been banned or challenged according to the database maintained by the ALA Office of Intellectual Freedom. Each entry includes a summary of the book; a list of reviews, awards, and accolades; the details of the challenges; the official website of the author and/or illustrator; further reading and resources for listening or viewing. Two notable additions to each entry include “Talking with Readers about the Issues,” a section offering questions for librarians and educators to uses with classes, book clubs, etc.; and “Recommended Books That Have Been Challenged for Similar Reasons,” which offers readers a chance to look at the progression and historical context of book challenges and banned books. [End Page 175] Copyright © 2015 The Board of Trustees of the University of Illinois