I have mixed feelings about this book. It contains at least a hundred short ideas for stimulating creativity in learning projects with the aim of making a classroom truly differentiated. The author looks at several definitions of creativity and settles on original ideas as a central point. The push toward STEM and STEAM education in part is to try to keep this country in the forefront of invention and entrepreneurship. So, it is not just the original idea that counts but how it plays out in actions, coing, problems soling, and just workarounds. And, the challenge is to stimulate this constantly across schooling. Personally, I think one of the best ways is for kids and teens to discover what creativity is rather than being assigned to be creative. For example, there have been several popular kid and teen movies lately where kids and teens who attend could try to figure out how the actors coped with problems and challenges they faced. What was the difference between skills, novel ideas, workarounds, etc.? We can demonstrate through many YouTube videos kids and teens who are creative; have novel ideas; and, try to change the world. Perhaps creativity is a thread that runs through every class. But, kids who really have novel ideas and actions are often discouraged by adults because we would rather have them talk and act in prescribed ways. The challenge for every teacher and teacher librarian is to recognize creative approaches, actions, and ideas from students and cultivate them. Perhaps this book will get you started; perhaps not; but something needs to stimulate our own recognition. Check out the uTEC Maker Model at: https://sites.google.com/site/utecmakermodel/ or just google the name and you will see that there is a pathway in the model from user, to tinkerer, to experimenter, and finally to creator. A second thing to do is to attend a Makerfaire and examine hundreds of creative ideas in the various booths. Take some kids, teens, and your own family to such an event; talk about what you see and experience; ask kids what they think creativity is; ask them to recognize when they arecreative; encourage them. But, don’t admire non-creative ideas or actions when they are really not present. We have been taught that school often beas out creativity from kids and teens; and, we also have learned that creativity can be learned. If you purchase this book, try out some of the ideas. It is the only way to know whether the students start responding to ideas and actions out of the ordinary. In the learning commons, provide many many opportunities for students to create, build, act, and do. Perhaps it is purchasing a 3D printer and having them try to figure out what to do with it. Perhaps it is Mindecraft or Lego blocks, or real problems that need their attention and thinking. If keds are not being creative at school, it is not a kid problem; it’s an adult problem.