Kathleen W. Craver, Ph.D., is Head Librarian at National Cathedral School in Washington, D.C. She is the author of five books, including School Library Media Centers in the 21stCentury (1994), Teaching Electronic Literacy (1997), Using Internet Primary Sources to Teach CriticalThinking Skills in History (1999), Creating Cyber Libraries: An Instructional Guide for SchoolLibrary Media Specialists (2002), and Term Paper Resource Guide to Nineteenth-Century U.S. History (2008).

Craver uses a Web–based approach to transform the national common core standards requirement for quantitative literacy in the humanities into a powerful instrument for teachers. She provides history and social science educators with resource sites for lesson plans, educational activities, and opportunities to use the search software that accompanies these sites. Many teachers and their students avoid using numbers as evidence in history and the social sciences due to their own math anxiety. Craver addresses the fear of numbers in the first two chapters of this book, and provides basic instructions for how to use, interpret, display, and visualize quantitative sources. The remaining chapters contain a variety of quantitative websites that include relevant topics for high school students such as piracy or natural disasters, plus site-related critical thinking questions. Educators may want to recommend this book to their secondary students as a potential term paper resource book. Summing Up: Highly recommended. All readership levels.

Kathleen W. Craver, Ph.D., is Head Librarian at National Cathedral School in Washington, D.C. She is the author of five books, including School Library Media Centers in the 21stCentury (1994), Teaching Electronic Literacy (1997), Using Internet Primary Sources to Teach CriticalThinking Skills in History (1999), Creating Cyber Libraries: An Instructional Guide for SchoolLibrary Media Specialists (2002), and Term Paper Resource Guide to Nineteenth-Century U.S. History (2008).

Craver uses a Web–based approach to transform the national common core standards requirement for quantitative literacy in the humanities into a powerful instrument for teachers. She provides history and social science educators with resource sites for lesson plans, educational activities, and opportunities to use the search software that accompanies these sites. Many teachers and their students avoid using numbers as evidence in history and the social sciences due to their own math anxiety. Craver addresses the fear of numbers in the first two chapters of this book, and provides basic instructions for how to use, interpret, display, and visualize quantitative sources. The remaining chapters contain a variety of quantitative websites that include relevant topics for high school students such as piracy or natural disasters, plus site-related critical thinking questions. Educators may want to recommend this book to their secondary students as a potential term paper resource book. Summing Up: Highly recommended. All readership levels.

Kathleen W. Craver, Ph.D., is Head Librarian at National Cathedral School in Washington, D.C. She is the author of five books, including School Library Media Centers in the 21stCentury (1994), Teaching Electronic Literacy (1997), Using Internet Primary Sources to Teach CriticalThinking Skills in History (1999), Creating Cyber Libraries: An Instructional Guide for SchoolLibrary Media Specialists (2002), and Term Paper Resource Guide to Nineteenth-Century U.S. History (2008).

Craver uses a Web–based approach to transform the national common core standards requirement for quantitative literacy in the humanities into a powerful instrument for teachers. She provides history and social science educators with resource sites for lesson plans, educational activities, and opportunities to use the search software that accompanies these sites. Many teachers and their students avoid using numbers as evidence in history and the social sciences due to their own math anxiety. Craver addresses the fear of numbers in the first two chapters of this book, and provides basic instructions for how to use, interpret, display, and visualize quantitative sources. The remaining chapters contain a variety of quantitative websites that include relevant topics for high school students such as piracy or natural disasters, plus site-related critical thinking questions. Educators may want to recommend this book to their secondary students as a potential term paper resource book. Summing Up: Highly recommended. All readership levels.