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Pre-adolescent boys are nearly invisible in libraries. With ever-increasing electronic amusements, how can books and the library compete for their attention?

In Connecting Boys with Books, librarian and educator Michael Sullivan provides the tools that librarians, school library media specialists, and educators need to overcome cultural and developmental challenges, stereotyping, and lack of role models that essentially program boys out of the library. Attracting boys to library programs in the "tween" years will go a long way in maintaining their interest in books and reading over a lifetime, creating good habits from a young age.

Sullivan's practical and proven programming builds on the unique developmental needs and interests of boys in this middle stage, including:

Finding and promoting male readers as role models Using the power of chess, games, and other challenging (and competitive) activities Encouraging physical responses to books in a way that spells "fun" to boys Talking about books so boys will be enticed to listen Reaching out with stories that resonate with boys at this stage Enhancing boys' ongoing journeys by encouraging independent reading

From playing chess to swathing the walls in butcher paper to give boys a physical space to respond to books, Sullivan's practical ideas and developmentally astute insights show librarian and teacher colleagues how to make vitally needed connections with this underserved population.

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Library Journal Review

Sullivan, a children's specialist and director of the Weeks Public Library (Greenland, NH), has written an important book for children's and young adult librarians to help them reach the often underserved population of boys. His early chapters outline just how and why the needs of boys are often unrecognized in public libraries and then go on to demonstrate how library programs and policies can redress that imbalance. The author draws heavily on his own successful programs, devoting a chapter each to chess clubs, storytelling workshops, and book talks. Sullivan refers back to the foundational material in the earlier chapters when discussing how to make these programs work, thus providing solid ground for creative librarians to experiment with their own programming ideas. Some librarians may take issue with many of the sweeping generalizations Sullivan makes about the differences between boys and girls, such as "boys read for information; girls read for methods of communication and cooperation." His recommendations, however, can only strengthen public library programs and services by helping librarians to draw in kids of both genders whose interests and temperaments may fall outside a library's usual scope of service.-Rachel Quenk, Thomas Memorial Lib., Cape Elizabeth, ME (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

School Library Journal Review

This title accomplishes what it sets out to do, with ideas and perspectives on why boys aren't as involved in reading as girls, and what we as professionals can do to help change the trend. Sullivan begins by giving background information, statistics, and external influences that perpetuate the view that reading is somehow just for girls. He then gives some program ideas, but more importantly he suggests ways to change librarians' perspective in order to appeal to boys. The setting is more focused on the public library, but the ideas are important and useful in any situation. The writing is engaging and well researched, with footnotes at the end of each chapter. We've all read articles and studies lamenting the loss of boys in the library, and this book is a practical look at ways to try and change that.-Saleena L. Davidson, South Brunswick Public Library, Monmouth Junction, NJ (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Booklist Review

Statistics show that boys do not read as much as girls. Given the importance of reading in developing vocabulary, self-expression, and higher-level thinking skills, it is essential to get boys engaged with books. In this brief, highly readable treatise, author Sullivan outlines both the tenets of successful programming for boys in the tweens--ages 8 to 12--and methods that can be used to put theory into practice. Covering genres that appeal to boys, the power of reading-related games, sports-themed library programming, and a well-run chess program, this compendium of ideas and recommendations will help both school and public librarians reach their young male constituents. The combination of practical programming recommendations and philosophical and statistical background makes for potent advocacy. -- RBB Copyright 2003 Booklist