Includes, beginning Sept. 15, 1954 (and on the 15th of each month, Sept.-May) a special section: School library journal, ISSN 0000-0035, (called Junior libraries, 1954-May 1961). Also issued separately.

Edmund Lester Pearson's "The Librarian at Play" is a lovely piece that presents a comical perspective on the life of libraries through a series of anecdotes involving librarians and visitors. The work includes depictions of the implementation of telephone reference, experiences at a branch library, and a unique tour of Hell, in which individuals are categorized according to genealogy inquiries posed to librarians. These individual columns are works of fiction that embody the essence of librarians and their profession.

Hailed as "rodeo's bad boy" for his talent at taming bulls and women, Dylan Creed likes life in the fast lane. But when the daughter he rarely sees is abandoned by her mother, Dylan heads home to Stillwater Springs ranch. Somehow the champion bull rider has to turn into a champion father—and fast. Town librarian Kristy Madison is uncharacteristically speechless when Dylan Creed turns up for story time with a toddler in tow. The man who'd left a trail of broken hearts—including her own—is back…and this time Kristy's determined to tame his wild ways once and for all. Plus a bonus short story by USA TODAY bestselling author Delores Fossen

A timely and persuasive argument for Higher Education’s obligations to our democratic society, Longing for Justice combines personal narrative with critical analysis to make the case for educational practices that connect to questions of democracy, justice, and the common good. Jennifer S. Simpson begins with three questions. First, what is the nature of the social contract that universities have with public life? Second, how might this social contract shape undergraduate education? And third, how do specific approaches to knowledge and undergraduate education inform how students understand society? In a bold challenge to conventional wisdom about Higher Education, Simpson argues that today’s neoliberal educational norms foreground abstract concepts and leave the complications of real life, especially the intricacies of power, unexamined. Analysing modern teaching techniques, including service learning and civic engagement, Simpson concludes that for Higher Education to serve democracy it must strengthen students’ abilities to critically analyse social issues, recognize and challenge social inequities, and pursue justice.