Table Contents

Table

Contents● ofVolume 3, Number 2 Summer/Fall 2005 Cover photo by Paper and Paperless, Chicago Notes and Letters 36 Wonders and Miracles An Editor’s, Author’s, and Designer’s Publishing Odyssey 2 Editor’s Note Dianne Hess Sharon Korbeck Verbeten 41 Best of Beginning Readers 2 Executive Director’s Note ALSC Launches the Malore I. Brown Theodor Seuss Geisel Award Caroline Ward 3 Outgoing ALSC President’s Message Gretchen Wronka 42 Jack Gantos on Writing Digging Up Creative Juices from Restaurants to 4 Incoming ALSC President’s Message Graveyards Ellen Fader Alison Follos Features 45 What Olivia Knows How a Pig Can Teach Librarians Advocacy ALSC Managing Children’s Services Committee 5 Award Acceptance Speeches Newbery Medal 49 A Travel Package for Book Lovers Cynthia Kadohata Luxury Library Vacations Megan Lynn Isaac Caldecott Medal Kevin Henkes 52 A Storied Career Wilder Medal At 70, Uri Shulevitz Isn’t Slowing Down Laurence Yep Sharon Korbeck Verbeten 14 Only the Rarest Kind of Best One View of Literary Criticism Departments Susan Cooper 47 Call for Referees 18 Book Award Patron Tells Her Compelling Story 54 Book Reviews Sharon Korbeck Verbeten Tools for Librarians: Books that Help Us Do Our Jobs Junko Yokota, book review editor; and Kathryn Miller 20 Information Needs: Learning More about What Kids Want, Need, 57 ALSC News and Expect from Research 59 Index to Advertisers Andrew Kenneth Shenton and Pat Dixon 60 Officers and Board of Directors 29 “Forty Hundred Books” 62 Author Guidelines A Single Mother’s Year with the Newbery 64 The Last Word Heather McNeil Angela Reynolds

Editor’s Note Favorite Things Sharon Korbeck Verbeten

emember the song “My Favorite Things” Editor Rfrom The Sound of Music? I love that film and Sharon Korbeck Verbeten, De Pere, Wisc. find the song positively joyous . . . although I’m not really that big Editorial Advisory Committee on “whiskers on kittens” or “crisp apple strudel.” I thought I would Jeri S. Kladder, Chair, Columbus, Ohio share with you some of my favorite things, at least as far as being Rosanne Cerny, Jamaica, N.Y. Patrick Jones, Richfield, Minn. editor of CAL goes. Jill S. Ratzan, Highland Park, N.J. Ellen Fader, ALSC President, Ex Officio, Portland, Ore. ■ ALA Conferences. From what I’ve witnessed, most librarians Sharon Korbeck Verbeten, Editor, Ex Officio, De Pere, Wisc. who go to the conferences feel it is a privilege, never drudgery. Interim Executive Director That’s a refreshing attitude; I’ve been to some shows and con- Aimee Strittmatter ferences where the feeling is opposite. I’m especially excited Division Coordinator about next year’s destinations. Laura Schulte-Cooper

■ Award speeches. I think I may have written last year about Web Site how thrilling it is to read the Caldecott and Newbery speeches www.ala.org/alsc before they are delivered at Annual Conference. I always think Circulation the written versions are extremely thoughtful, but hearing Children and Libraries (ISSN 1542-9806) is published three times per year by the American them delivered is even better. Library Association (ALA), 50 E. Huron St., Chicago, IL 60611. It is the official publication of the Association for Library Service to Children (ALSC), a division of ALA. Subscription price: members of ALSC, $20 per year, included in membership dues; nonmembers, $40 per year in ■ Author interviews. In almost every issue of CAL, we try to bring the U.S.; $50 in Canada, Mexico, and other countries. Back issues within one year of current you an interview with an insightful author. It’s a treat to speak issue, $12 each. POSTMASTER: Send address changes to Children and Libraries, 50 E. Huron St., Chicago, IL 60611. Members send mailing labels or facsimile to Member Services, 50 E. Huron with them and share the stories of their beginnings and their St., Chicago, IL 60611. Nonmember subscribers: Subscriptions, orders, changes of address, and inquiries should be sent to Children and Libraries, Customer Service—Subscriptions, methods with you. 50 E. Huron St., Chicago, IL 60611; 1-800-545-2433, press 5; fax: (312) 944-2641; e-mail: [email protected]. Thanks for letting me share a few of my favorite things. Summer is almost over, so enjoy the “raindrops on roses” and the last lazy Statement of Purpose Children and Libraries is the official journal of ALSC, a division of the American Library days . . . those are favorite things, too. & Association. The journal primarily serves as a vehicle for continuing education of librarians working with children, which showcases current scholarly research and practice in library service to children and spotlights significant activities and programs of the Association. (From the Executive Director’s Note journal’s draft “Policies and Procedures” document to be adopted by the ALSC board.) Malore I. Brown Production ALA Production Services—Troy D. Linker and Angela Hanshaw; Stephanie Kuenn, Kristen McKulski, Karen Sheets, and Christine Velez, Production Editors. t is with heavy heart that I write this farewell Advertising note. Effective July 15, I resigned my position Benson, Coffee and Associates,1411 Peterson Avenue, Park Ridge, IL 60068; (847) 692-4695; fax: as ALSC Executive Director. After four years of (847) 692-3877; e-mail: [email protected]. The journal accepts advertising for goods or services I of interest to the library profession and librarians in service to youth in particular. It encourages service, I decided to pursue other opportunities. advertising that informs readers and provides clear communication between vendor and buyer. The journal adheres to ethical and commonly accepted advertising practices and reserves the right to reject any advertisement not suited to the above purposes or not consistent with the aims and policies of ALA. Acceptance of advertising in the journal does not imply official It has been a privilege and a pleasure to work with dedicated endorsement by ALA of the products or services advertised. ALSC members and staff. I believe I have accomplished a great many things. My first years in ALSC were during a time of great Manuscripts Manuscripts and letters pertaining to editorial content should be sent to Sharon Korbeck change, as the division transitioned to a new journal and a fresh Verbeten, editor, 820 Spooner Ct., De Pere, WI 54115; (920) 339-2740; e-mail: toylady@ athenet.net. Manuscripts will be sent out for review according to the journal’s established logo and identity and implemented a new communications plan. referee procedures. See the author guidelines in each issue for further information. Over the past four years, ALSC has received numerous grants that have allowed us to develop and provide valuable resources and Indexing, Abstracting, and Microfilm Children and Libraries is indexed in Library and Information Science Abstracts and in Library opportunities to our members. The division has strengthened Literature and Information Science. preexisting relationships with like-minded organizations and has Children and Libraries is indexed, abstracted, and available in full text through EBSCOhost. For fostered exciting, new partnerships and collaborations as well. My more information, contact EBSCO at 1-800-653-2726. Children and Libraries is also available from ProQuest Information and Learning in one or more experiences have been challenging, rewarding, and enriching. of the following ways: online, via the ProQuest information service; microform; CD-ROM; and via database licensing. For more information, call 1-800-521-0600, ext. 2888 or online at www. il.proquest.com. I thank you all for your support of ALSC and wish you the best The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI as you continue your work with children in libraries. I leave the Z39.48-1992. office in the capable hands of Interim Executive Director Aimee Copyright ©2005 American Library Association Strittmatter and the ALSC staff; I have no doubt that they will con- All materials in this journal subject to copyright by the American Library Association may be photocopied for the noncommercial purpose of scientific or educational advancement granted tinue to work hard to serve you and the association well. & by Sections 107 and 108 of the Copyright Revision Act of 1976. For other photocopying, reprint- ing, or translating, address requests to the ALA Office of Rights and Permissions.

2 Summer/Fall 2005 • Children and Libraries ALSC members’ responses indicate that we need to do a better job of recruit- ing new members. But I am not surprised that access to group rates on auto, life, and health insurance are not ALSC member priorities. The board will continue to inform our strategic planning with the rich information gathered from the survey. We will be giving you a more detailed analysis soon. Finally, John emphasized, “Survey results indicate that ALSC has a very involved and engaged membership.” But of course!

How does the board incorporate this Outgoing data into its routine and decision- making? One effective way is to culti- President’s vate our working relationship during the board orientation at Midwinter Meeting as new and experienced board mem- Message bers coalesce to begin the year’s work. Gretchen Wronka Last January, pens and minds racing, ALSC ALSC President, 2004–05 the board absorbed a dynamic message from Susan Fox, executive director of the American Association of Law Librarians. She urged the board to do many things: ALSC Ahead to 2010 ■ Practice improvisational leadership. ■ Be agile and responsive to members. ccording to John Chrastka, ALA’s membership marketing man- ■ Be nimble and transparent. ager, more than 850 ALSC mem- A ■ bers responded to ALA Ahead to 2010, Dream big. the all-member online survey conducted from May 15 to July 5, 2004. While the ■ Foster a culture of trust. questions related specifically to ALA activities, John noted that our members’ ■ Realize that the days of hierarchy are responses can be evaluated as “ALSC gone. member views on ALA level activities.” ■ Teach committees they don’t have to After several long conversations with ask permission. John, I extrapolated some interesting information from his sophisticated ■ Define and delegate rather than react- statistical analysis of ALSC members’ ing and ratifying. responses. Our highest value is ALA’s legislative advocacy, and our second ■ Eliminate all corporate speak. highest is accreditation. We value the networking and continuing education ■ Never break a promise. opportunities of conferences, and we are quite satisfied with the resources ALA Powerful and persuasive, Fox advised allocates to awards that encourage read- association leadership to speak with a ing by recognizing authors and creators human voice and have confidence in the ALSC Immediate Past-President Gretchen of outstanding books and other media. competency of ALSC members. A board’s Wronka is Youth Services and Outreach John and I wondered if ALSC members role is to inspire and challenge this “com- Coordinator at Hennepin County Library in put their perception of ALSC on this ALA munity of like-minded people” by estab- Minnetonka, Minnesota. survey. Maybe some of you will answer. lishing big goals and sending them back continued on page 56

Summer/Fall 2005 • Children and Libraries 3 or debut expanded, remodeled buildings, often with inviting areas for children and teens. Authors and illustrators offer us an unending supply of creative children’s books that continue to catch the attention of the book-buying public, including adults associated with the film industry. Educators apply targeted techniques to help our children learn to love reading. The best and brightest professionals show a passion for working with children in public and school libraries.

Yet we often feel we are in the midst of the worst of times. Public library Incoming operating budgets aren’t rebounding as quickly as the rest of the economy, forc- President’s ing children’s library staff to compromise excellence in collections, literacy initiatives, and public programming. Libraries Message shorten their hours or face the direst Ellen Fader of consequences: complete closure. The ALSC ALSC President, 2005–06 ranks of teacher librarians in schools continue to shrink, putting pressure on classroom teachers and public library staff to help students learn to evalu- ate information and find the best books to read. Government policies threaten Is It the Best or Worst? library users’ rights to privacy, and government initiatives, especially related to recently spent a glorious two and testing mandates, cause anxiety among one-half-hours in the Arlene educators, parents, and students. ISchnitzer Concert Hall in Portland, Oregon, in the company of the vibrant So what are we to do in such a time of entertainer Lily Tomlin. Tomlin’s mono- such highs and lows? Our professional logues display her incredible ability to organization supports us. “The mission deliver insightful social commentary in of the American Library Association is to a way that allows us to laugh with her. provide leadership for the development, What a great reminder she gives us to promotion, and improvement of library keep trying to improve our world, yet not and information services and the profes- to take everything too seriously. sion of librarianship in order to enhance learning and ensure access to informa- At some point in the evening, between tion for all.” ALA focuses its energy and visits from many of Tomlin’s trademark resources in five key action areas: diver- characters—Edith Ann, Ernestine, Judith sity; education and continuous learning; Beasley, the bag lady Trudy—she told a equity of access; intellectual freedom; joke I’m sure I’ve heard before but had and twenty-first-century literacy. Know forgotten. that there is strength in numbers. Our nearly 65,000 members—plus our dedi- “Mr. Dickens,” said his editor. “You’ll have cated office staff, including those in the to make up your mind. It cannot be both Washington office—power our organi- the best of times and the worst of times.” zation’s efforts in many critical areas to ensure the long-term health of ALA and Incoming ALSC President Ellen Fader is the As I started to write my first column as our nation’s libraries. ALSC, as a division Youth Services Coordinator at Multnomah your new ALSC president, Tomlin’s joke of ALA, concerns itself with all the same County Library in Portland, Oregon. She hung on and wouldn’t let go. In some issues and how they affect children from can be reached at (503) 988-5408 or via ways, this is the best of times: commu- birth through age fourteen. e-mail at [email protected]. nities continue to open new libraries continued on page 61

4 Summer/Fall 2005 • Children and Libraries was looking recently at my increas- I might be receiving a phone call soon. ingly messy night table, and I noticed On the other hand, like just about every- Ia white strip sticking to the wood. I body else in children’s books, I knew scraped at it and realized it was a piece who Susan Faust was. When the phone of soft, foamy tape that I had been wrap- rang at 4:26 a.m., I thought it might be a ping on my broken glasses. But because I friend who lives in Japan. Her son had didn’t want to appear on the Today show just started school in America, and she with tape on my glasses, I’d finally got- had been calling a lot with concerns over ten them fixed in a mall in the frenzied his big move. hours after the call from the Newbery committee. I ended up wearing my con- When I heard the words, “This is Susan tact lenses on the show, but I still would Faust,” I don’t know if you would say like to thank the committee for the fact I screamed exactly; it was really more Newbery that I can now unembarrassedly go out of a screech such as you might hear in public with my glasses. from a seagull. When Susan said I was the winner of the Newbery, the seagull Medal Reading some speeches by former New- seemed to become completely hysteri- bery winners, I noticed that Christopher cal. It flapped its wings and jumped Acceptance Paul Curtis mentioned he was the first up and down. Susan talked, I screamed Newbery winner to wear dreadlocks. some more, and we hung up. That got me thinking about what might Cynthia Kadohata be my own first, or what might distin- I believe she told me not to tell anyone guish me from the others. The answer about the Newbery yet, since the public announcement hadn’t been made. I’m ashamed to admit that I quickly called my brother and sister. My brother sleep- ily said, “Is it an emergency?” I said, “It’s a good one.” He said, “Did you win the lottery?” I said, “It’s better.”

After that a number of people called to talk to the seagull. They told me I was flying to New York that day to be on the Today show the next morning.

As I talked on the phone I kept notic- ing how the floor needed vacuuming, just as it had the day before. I thought, Everything’s exactly the same, yet everything’s totally different.

My boyfriend, George, came with Sammy and me to New York. We missed our first flight and ended up settling into our New York hotel room at two in the morning. Sammy and George seemed to be snoring within minutes. I remember feeling annoyed at how noisy they were. I had set the alarm for seven so I could shower before the car picked me up the photo courtesy of George Miyamoto came quickly. I believe I hold the distinc- next morning. tion of receiving the earliest Newbery Cynthia Kadohata is the winner of phone call ever. Every so often that night I would glance the 2005 Newbery Medal for Kira- at the clock and think things like: If I Kira, published by Atheneum Books My son, Sammy, was seventeen months fall asleep by three, I can get four hours for Young Readers. Her acceptance old in January, and he doesn’t always of sleep. What if I’m only imagining all speech was delivered at the ALA sleep well. On the Sunday night before this? It would be so embarrassing if I Annual Conference in Chicago on “the call,” I went to bed as exhausted as only thought I’d won the Newbery, and June 26, 2005. ever. It wasn’t a situation where I thought I really hadn’t. But if I were imagining

Summer/Fall 2005 • Children and Libraries 5 Newbery Medal Acceptance all this, I wouldn’t be in New York. But The next evening we were back in Los tried to kill me in a long time.” But this what if I’m not really in New York? Wait Angeles. During the car ride home from was different. This was the Newbery. The a second. Obviously, I’m in New York. the airport I felt a sort of quiet ela- astonishing thing about the Newbery is . . . If I fall asleep by 3:30, I can get three- tion; it was maybe the first time since that it spans your life: you first read a and-a-half hours of sleep. The last time I Monday that I felt quiet inside myself. Newbery book as a child and you’re still remember seeing the clock, it was 3:40. The freeway was calming, like water reading Newbery books when you retire. rushing around me. Just as I was starting So the very word “Newbery” encom- When I arrived at the studio the passes the world you live in next morning, Kevin Henkes today and the world you left was sitting on a couch. I sat behind. next to him. Two weeks earlier, I had been on the phone People have asked me, “Where with the royalty department did you get the idea for your at Simon & Schuster, begging novel?” I have basically been them to overnight a check to answering, “From the world I me, and now I was sitting next left behind.” to the Kevin Henkes. Was the world going completely insane? My first real-life home was I seem to remember several Chicago, where I was born people shaking my hand and in 1956. My family moved to saying, “I’ve read Kevin’s book, Georgia for a while, then to but I haven’t read yours.” Arkansas for seven years. As in Kira-Kira, I really did talk with Later that day I walked back a heavy Southern accent. My and forth several times from sister’s name was Kim, which various goings-on to my hotel I pronounced “Kee-uhm,” and room. The temperature in New I never said, for instance, “You York was thirteen degrees, and should see that cloud,” but I was dressed California-warm rather, “Y’all should see that and wearing shoes with heels. cloud.” And the entire staff at By the end of the day, I was the hospital really did come loaded down with a bouquet to look at my brother because of white roses, a battery- they had never seen a Japanese operated Teletubby, and a bag baby before. full of Simon & Schuster books for Sammy. My shoes were My father says we were raised growing tighter every second. rather freely in Arkansas. We George was wearing only a didn’t wear diapers when we windbreaker. Sammy was played in the back yard, just completely covered up in a did our thing whenever and pile of coats, scarves, and blankets. The to feel satisfied, and maybe even self- wherever we felt the need. When my only way you knew he was in the stroller satisfied, regurgitated orange airplane mother told my father to make us soft- was by the wailing emanating from food appeared all over my clothes. boiled eggs, he fed us raw ones instead beneath the blankets. We must have Sammy looked up at me with a puzzled because, he says, “You didn’t seem to looked pretty pathetic, because several expression and orange lips. care one way or the other.” My nickname people asked whether we needed help. was Nee, and I liked dogs, playing chess, And, this being New York, some people I looked at George. He too seemed puz- reading, and complaining. Today I like just shouted out their advice: “Get that zled. He said, “Monday was supposed to dogs, reading, and complaining. baby inside!” be a perfectly normal workday.” When I think of my father in Arkansas, At the hotel, Sammy didn’t care much I had never seen George as stressed as I think, my father worked. When I think about the Newbery. He wanted to be fed. he’d been the previous three days. Let me of my mother, I think, my mother read. He wanted to play in his bath. He needed explain something about George. He has When my mother began taking us to the to work off some energy walking up and the body type, the courage, and the heart library, she discovered a love of reading down the hotel hallway. That night he of a bear. He is a police officer. People at the same time we did. Someone once and George again seemed to be snoring have shot at him. He once crawled into said to me, “The problems between your within minutes. And again I lay in bed a fiery building to save a woman. He has parents began when your mother started awake, with thoughts nearly exactly the chased killers through the streets. He reading.” My mother quoted Kierkegaard same as I’d had the night before. once said to me wistfully, “Nobody has and the Bible with equal fervor to my sis-

6 Summer/Fall 2005 • Children and Libraries Newbery Medal Acceptance ter and me. She made us read Scientific was being held back a year. Mrs. Stanley be a writer. They laughed loudly, and American articles we scarcely under- was one of those people you meet every one said, “What are you going to write stood. I remember one article about peer so often in life who seem to have been about, working at Sears?” And I confess pressure and another about monkeys sent from a divine source to guide you. I thought they had a good point. What who became warped because they didn’t But Mrs. Stanley retired, and I didn’t would I write about? Other people sug- have love. One of my favorite childhood return to high school. gested I “write a bestseller.” memories is of when my mother became obsessed with the stars. She made charts My mother worked as a secretary by day A couple of years after I got my degree of the constellations and lay with us in and attended law school by night. When in journalism, I moved to Boston to be the backyard at night to look at the clear I told her I’d dropped out, she told me near my older sister. But before I left skies of our small Arkansas town. One I had to either go back to school or get Los Angeles, I decided to take a bus trip of the family activities I remember most a job. Thus began my brief careers as through parts of America. I think I felt vividly is burning our garbage together a salesclerk and a hamburger waitress. I needed to conjure up some spirits. in the incinerator in back at night, the I was a bad salesclerk, but I like to Whenever I wrote anything for college, I ashes sparkling through the air as the think I was a splendid waitress, with just would listen to music or smell perfume fire warmed our faces. All of that is part the right balance of good manners and from long ago, anything to conjure up of my real-life home, as well as my home sassiness. the writing spirits. as a writer. Out of our homes, I believe, grow our stories.

My father worked as a chicken sexer, I started out tonight by discussing what separating the male from the female distinguished me from other Newbery winners. chicks at hatcheries. Some weeks he worked one hundred hours, and some I believe what we all have in common with one days the only time we saw him was when he was asleep. I remember peeking into another and with everybody in this room is that we my parents’ bedroom at 2 p.m. and gig- gling as he snored. search out libraries like heat-seeking missiles.

As an Army veteran, my father had learned chicken sexing under the GI bill After I’d dropped out, I sought out the So I bought a month-long Greyhound after the war. Because of the brutal hours library near my home. Seeking it out was pass and started with a ride to Oregon, in his profession, he took amphetamines more of an instinct, really, not a con- which I’d never visited. to stay awake and tranquilizers to go to scious thought. I didn’t think to myself, sleep. But he made enough money to I need to start reading again. I felt it. I I remember walking on the beach talking buy us a house. Later, when my parents rediscovered reading — the way I’d read to a former Coast Guardsman who had divorced, he said he laid in his tiny apart- as a child, when there was constantly a recently returned from being stationed ment with sheets on his windows and book I was just finishing or just begin- in Alaska. As we strolled on the sand, believed that his life was over. ning or in the middle of. I rediscovered he told me that his best moment ever myself. was saving the life of a five-year-old boy. When I say Kira-Kira grew from “the He gave me a green glass fishing float world I left behind,” I’m usually referring At eighteen I began attending a two-year that he said he had found on a beach in to those years in the South. But in writing college. I decided to major in journalism Alaska. He believed the float had traveled this speech, I realized another impetus because I thought it was more “practical” across the Pacific Ocean. I still have that from a world left behind. One day, near than English. To quote Joan Didion, “Was float. I like to think it once belonged to a the start of what I expected to be my anyone ever so young?” fisherman in Russia or Japan. senior year in high school, I walked off my Hollywood, California, high school Many of the students at the journalism I met an old woman on the bus who said campus and didn’t return. Something I program in the two-year college were she had left Oklahoma during the Dust haven’t mentioned in interviews is that I older. Most were like me: people with a Bowl years to pick fruit in California. She was a high school dropout. And I believe lot of confusion and a little hope. said she was sick and in her eighties, and the way I felt when I dropped out was a this was the last trip she would ever take. little the way Katie Takeshima felt when After finishing the program at the two- She told me she’d known a lot of people her sister got sick, like she didn’t know year college, I transferred to a university. who’d died over the years. I told her I’d what to do or where to go. My English The students were different: younger, never known anyone who’d died, and teacher, Mrs. Stanley, had given me an with a little confusion and a lot of hope. she was so surprised she threw her head A. But mostly my grades were bad, my One summer during school I worked back and it hit the window. I told her attendance was worse, and I had just as a salesclerk at Sears. I proudly told she’d lived a fascinating life, and she said been told by the administration that I the other salesclerks that I wanted to I wouldn’t think so if I’d been there. She

Summer/Fall 2005 • Children and Libraries 7 Newbery Medal Acceptance emanated kindness. We hugged when ible miracle of this award. Not long after paying apartment rent and adoption- she got off at Amarillo, Texas, and she they called me I was standing at the edge related fees, were conducted in cash. I said something like, “I hope you have of a swimming pool watching one pink passed through the gates, staring fear- a nice life.” That was nearly a quarter and one yellow rubber duck float around fully at that door. But the guard smiled at of a century ago. In fact, I can imagine in the water. Sammy was playing beside me, and after more than seven weeks in myself saying something similar today me. I watched him for a minute, and Kazakhstan, I was on my way home. to a young girl on a bus, trying to under- when I looked up again I couldn’t see the stand who she is and why, and where she pink duck anywhere. I felt a moment of I had a two-hour wait in the airport, should go. panic and maybe even despair. I thought, a seven-hour ride to Germany, a four- My God, I’m in an alternate universe now. hour layover in Germany, and a twelve- Later that night on the bus, I opened There is no pink rubber duck in this uni- hour flight to Los Angeles. Sammy cried my eyes and saw smokestacks amid an verse, and I haven’t won the Newbery. inconsolably nearly the whole way. On explosion of greenish fluorescent lights. Being transported to an alternate uni- the first flight, I tearfully approached a It was a factory, and it was an astonish- verse seemed no more or less amazing man I thought I’d heard speaking English ing sight rising from the barren flatlands. than winning the Newbery. and said, “Are you an American? Can you From somewhere in back a man called help me?” He was. He did. On the sec- out, “This is America!” I want to thank George, who has sus- ond flight, a man told me that because tained me fervently and whose belief in of Sammy’s crying the entire airplane What those words conjured up in my me has often been greater than my belief was talking about me. A beautiful and heart was a sense of what it meant to in myself. I’d also like to thank every- generous family from Finland watched me to be an American in general, and one at Simon & Schuster, who published Sammy while I slept. in particular, an American writer. It did a book for no other reason than that not mean shared history or even shared they believed in it. In particular, thanks There were many moments after our values with other Americans, but a shared to Susan Burke, Caitlyn’s assistant and return when I told myself, I cannot do landscape. What all of us shared were the future editor extraordinaire; Michelle this. I am not a mother, and I cannot factories, the deserts, the cities, the wheat Fadlalla, Jennifer Zatorski, and the entire be a mother. I have three more novels fields. That sharing was an immense talented marketing and publicity teams; scheduled to be published by Atheneum. responsibility we had to one another. the magnificent Russell Gordon; Jeannie In the fourth, I quote from the ancient Ng; Rick Richter; and the incomparable Chinese philosopher Chuang Tzu. For I understood then that I could write Ginee Seo. my son, I’d like to quote from Chuang about my section of that shared land- Tzu now: scape. Although my son is still too young to understand this, I’d like to say a few words Once I, Chuang Tzu, dreamed I One of your first realizations when you for him on this night that is so important was a butterfly and was happy as a win a Newbery is that you didn’t win it to me. When I was in Kazakhstan adopt- butterfly. I was conscious that I was alone. Many things have to happen over ing him, another single woman and I quite pleased with myself, but I did the decades in order to reach the magical told each other that the international not know that I was Tzu. Suddenly I moment. Twenty years ago, I was going to adoption process was the hardest thing awoke, and there was I, visibly Tzu. grad school and living in the attic of a big we’d ever done. Do you know why we I do not know whether it was Tzu house on Pittsburgh’s south side. I already said that? Because we hadn’t become dreaming that he was a butterfly or had one roommate, and my second room- mothers yet. the butterfly dreaming that he was mate arrived one late summer day. Her Tzu. Between Tzu and the butterfly name was Caitlyn Dlouhy, and she later My plane ride home from Kazakhstan there must be some distinction. But became my editor at Atheneum Books for was scheduled for something like 4:20 one may be the other. This is called Young Readers. Caitlyn alleges that I didn’t a.m. I didn’t sleep at all that night. Right the transformation of things. come down to say hello that first day, and before I passed through the airport’s also that the first time she saw me I was gates, I turned to say goodbye to the At some point, without even realizing it, I wearing a glamorous silk robe—and my adoption agency’s driver. Before I could became a mother who only dreamed she glasses were held together with tape. say anything, he shouted out the last two was not. This is called the transforma- sentences I would ever hear from him. tion of things. Caitlyn is one of my closest friends The first sentence was, “Once you pass and one of the most beautiful, happy through those gates we cannot help you I also need to thank my family. When people I have ever known. I wrote this anymore.” He pointed to a door beyond either second or third grade—I forget novel because of her prodding. She has the gates. The second sentence was, “If which—was coming to an end, I had changed my life equally with her editing they take you into that room to shake fallen in love with the reader we used in and with her happiness. you down, do not give them more than school. I told my parents that I would twenty dollars!” I believe I had about not return the book. I loved it too much. I want to thank the Newbery Committee $1,800 in cash on me, since nearly all for the incredible honor and the incred- transactions in Kazakhstan, including continued on page 61

8 Summer/Fall 2005 • Children and Libraries he picture book texts I love most staggering when you consider it. Think are those that are so succinct that of them, these firsts, and think of the Tnot one word can be extracted child experiencing them. and not one word need be added. Those that get right to the point and are not A child—someone who is egocentric, overly long. And so I thought it would but powerless. Someone whose knowl- be fitting if tonight I simply stood before edge is limited, but whose imagination you and borrowed from a character of is vivid. Someone whose experience is mine by remarking, “Wow! That’s just limited, but who has curiosity to spare. about all I can say,” and then sat down. These combinations are complex and difficult by their nature. They provide However, more than one person has the perfect setup for a child to misinter- informed me that a speech is, in fact, not pret with great certainty. Northrop Frye a picture book. And so I will elaborate. wrote, “Nearly all of us have felt, at least in childhood, that if we imagine that a “It was Kitten’s ﬁrst full moon. thing is so, it therefore either is so or can When she saw it, she thought, be made to become so.” A blanket on a There’s a little bowl of milk in the chair at night can be a bear. An illustra- sky. And she wanted it.” tion in a book can be as physically real as the book itself. The moon can be a In the life of a young child there are bowl of milk. Caldecott many firsts, one right after the next, in a row that seems to stretch to eternity. Back to firsts. The sociologist Erving Medal I recently read through the scrapbooks Goffman made the following observa- my wife and I have kept for our children, tion: “To walk, to cross a road, to utter a starting from their births. The word first complete sentence, to wear long pants, Acceptance appears on nearly every page in the ear- to tie one’s shoes, to add a column of lier books, sometimes more than once. figures—all these routines that allow the individual unthinking competent per- Kevin Henkes These are some of the “firsts” we noted: formances were attained through an First bath. First feeding. First visitors. First acquisition process whose early stages car trip. First night away from home. First were negotiated in a cold sweat.” smile. First time sleep- ing through the night (not to happen again for about five-and-a-half years). First cold. First flight. First rainbow. First blown kiss. First haircut. First snowfall.

As a child gets bigger, so, too, do the firsts. Here are a few more: First word. First steps. First sentence. First day of school. First time zipping up a jacket with no help.

The list goes on and on. The magnitude of each first, each act, is

Kevin Henkes is the winner of the 2005 Caldecott Medal for Kitten’s First Full Moon, published by Greenwillow Books. His acceptance speech was delivered at the ALA Annual Conference in Chicago on June 26, 2005.

photo courtesy of Milt Leidner Summer/Fall 2005 • Children and Libraries 9 Caldecott Medal Acceptance These negotiators are who I write and in by the Greenwillow family—my only I love about Greenwillow. It truly has a illustrate picture books for. They are also publisher in twenty-five years. I walked family feel to it. Phyllis Larkin joined who I write about. And Kitten of course, about a foot above the ground for the Greenwillow during what I call my is a child. She is myopic. She is curi- rest of my stay in New York. “middle Greenwillow years.” And now, ous. She is persistent. She wants and of course, Susan, Ava, and Phyllis have wants and wants. She makes mistakes. I suppose you could say that, like Kitten, retired, and Virginia Duncan is the pub- She misunderstands. She gets hurt. She I was naive. Remember, I was nineteen. I lisher and also my editor. is confused. She is scared. She is also a truly thought I would go to New York and symbol, a symbol that says: childhood is come home with a contract for a book. I think of Kitten’s First Full Moon as a anything but easy. That I did so is a miracle. And I will be bridge book, a link from Greenwillow grateful to Susan forever for that. Would before to Greenwillow now. Kitten began Another first. This time, mine. My first I have the same confidence now, at age with Susan and Ava, but by the time I trip to New York City. I was Kitten, and forty-four? I doubt it. finished it, I was working with Virginia Greenwillow Books was the moon. and my new art director, Paul Zakris. The influence of all four of It was twenty-five years them is surely present. The ago next month that I, at book wouldn’t exist with- age nineteen, flew from out Susan and Ava, and it Wisconsin to New York wouldn’t be the book it is in search of a publisher. without Virginia and Paul. I was armed with a map of Manhattan (photo- Books have many begin- copied from a book at my nings; sometimes they’re local library), three port- difficult to pinpoint. But folios filled with what I I know this: I’ve always thought was my best art- been drawn to picture work, a dummy for what books for the youngest would become my first child. I love their simplic- picture book, and a list of ity and their poetic nature. my ten favorite publishers. When I became a parent, Greenwillow Books was this attraction intensified, my first choice, my num- and so I tried my hand ber one. at creating board books. I also became interested Just to make sure that I in simple concept books wouldn’t be late, I arrived and tried without success at 105 Madison Avenue, to write one. One failed Greenwillow’s then-home, attempt was all about about an hour before my circles—a ball, a bowl, a morning appointment with button, a plate, a marble. Susan Hirschman. One of the lines read: “The During my early Greenwillow years, I’d cat thought the moon was a bowl of I don’t really remember Susan looking travel to New York once or twice a year, milk.” The book idea didn’t work, but I at my work, although I know she did. usually for a week. Susan would often liked this line and it stuck with me. Over Mostly I remember talking about favor- find an empty office in which I’d write. time—several years—the line expanded ite books, many of which we agreed on. Some of my early books were composed and finally became the words for Kitten’s And I remember Susan asking, “How old and polished in New York. If I happened First Full Moon. are you? Where are you staying? Why did to be in town when my art director, Ava your mother let you come?” (I think she Weiss, was going to press nearby, she’d As I was rereading my son’s and daugh- thought I was twelve.) take me with her. Ada Shearon was man- ter’s scrapbooks to prepare this speech, aging editor, and Libby Shub was senior I stumbled upon what I think might be Then Susan asked where I was going for editor. I learned so much from these four another link to how Kitten began. The my next appointment, and when I told her, women about all aspects of American entry that made me pause was in my she said, “We’ll just have to take you before trade publishing for children. I was hun- son’s scrapbook, describing his first rain- they do. Let’s call your mother and tell her gry and they were willing to share what bow. This is what I wrote: “There was a we’re going to publish your book.” they knew. huge rainstorm today . . . You watched from the window. Soon, the sun broke The moon, a bowl of milk—call it what The Greenwillow staff changed very little through the clouds and we all went out you will, I’d found it. And so I was taken over the years—one of the many things to look at a magnificent rainbow—your

10 Summer/Fall 2005 • Children and Libraries Caldecott Medal Acceptance first! It was a double rainbow—one arc The black-and-white illustrations of cats cannot adequately express how much curving over the other. I wonder what in her books, including Mittens, Pandora, this honor means to me. you must think of it—colors in the sky and Marshmallow, are masterful. I’ve that aren’t usually there.” always admired them. And although she Thanks, also, to my parents and sib- isn’t given a name other than Kitten, I lings, who were there for my “firsts”; to Obviously, a rainbow is not the same secretly think of my heroine as Clare. my other family, the Dronzeks; to all as light reflected off the moon, but a my friends at HarperCollins; to everyone few key elements are similar to those in I also admire the work of Jean Charlot. from my Greenwillow past; to everyone at the book: a very young child, a natural His illustrations for Margaret Wise Greenwillow present, especially Virginia; phenomenon, the sky. But most impor- Brown’s A Child’s Good Night Book and to Will and Clara; and to Laura, my first, tant and interesting is my comment at Two Little Trains are some of my favor- last, and everything in between. the end of the entry: “I wonder what ites in any children’s books. His line work you must think of it—colors in the sky is simple, direct, and, in my mind, per- Thanks to the librarians and members that aren’t usually there.” It’s this kind of fect. I am struck by his ability to capture of the American Library Association—all musing that allows a writer to see things differently, to see things the way a child might—to see, perhaps, the moon as a I suppose you could say that, like Kitten, I was bowl of milk. naive. Remember, I was nineteen. I truly thought From the start I pictured this book with black-and-white illustrations, bold sans I would go to New York and come home with a serif type, a square trim size, and soft, contract for a book. That I did so is a miracle. creamy paper. I love to use color—even bright color—in most of my picture books, but for this book color seemed the essence of something beautifully, of you who have understood and sup- unnecessary. I thought that by keeping without one bit of excess. That’s what I ported me and my books all these years. everything as simple and spare as pos- strove for in Kitten. Ginny Moore Kruse and the late Gertrude sible, a better, tighter, more complete Herman were there for me from the start. book would result. I liked the idea of And, of course, I was thinking of the great I had intended to name more names, having a white moon, a white cat, and Wanda Gág. but if I did, we’d be here until tomorrow. a white bowl of milk surrounded by the I thank you all from the bottom of my black night. Here’s another first. 1985. My first ALA. heart. Coincidentally, the first ALA Annual When I draw, I usually use a crow-quill Conference I attended was in Chicago, And, last and most, to Susan—you gave pen, which makes a rather thin line. This twenty years ago. My in-laws lived in me my work life and so much more. time I wanted a much thicker line, and the Chicago area, so Susan asked if my I wanted the line to vary in thickness, wife, Laura, and I would like to go to the From “firsts” to last—one last story. so I drew with a brush—a technique I’d Newbery-Caldecott Banquet. Laura and never used in any of my other books. I sat at a table with librarians, most of A young man who works in the art This allowed me a freedom I’d not previ- whom were from Kansas, if I recall cor- department at Greenwillow gave a copy ously experienced while doing finished rectly. None were children’s librarians. of Kitten’s First Full Moon to his two- art. I’d been used to scratching away for They were adult card catalogers (perhaps year-old niece when the book was first hours making small marks. With a brush there’s a new term now). I had published published. I’m told that the little girl I could make broad strokes and long only four books at the time, each of loves the book so much that, over time, continuous lines. I could define shapes which had sold about a hundred copies she’s licked a hole in the page that shows with a single motion. (half to my mother), and no one at the a triumphant Kitten lapping up milk table had heard of me or my books. After after her journey. The art was prepared using black gouache the speeches were over and people were for the line and black and gray colored rising to leave, one of the women pulled I’ve rarely been paid so high a compli- pencils. But the book was printed in four a catalog card out of her purse and asked ment. Except for tonight—another first colors on a full-color press. This gave the me to sign it. She had an open face and a for me, to have a book of mine honored illustrations a richness and depth they kind smile. I did as she requested. And as with the Caldecott Medal. I feel as if I’ve wouldn’t have had if the book had been we parted, she said, “Who knows, maybe come home to a bowl of milk as big as printed with black ink only. one day you’ll be up there winning a the moon. medal.” Although the finished art is very dissimi- And there really is only one thing more to lar to hers, I thought of Kitten’s First Full For making exactly that happen, my say: “What a night!” & Moon as a sort of tribute to Clare Turlay deepest heartfelt thanks to Betsy Hearne Newberry all the while I worked on it. and the 2005 Caldecott committee. I

Summer/Fall 2005 • Children and Libraries 11 irst, before I say anything else, I my way to give a speech at UC–Davis, want to thank my wife, Joanne so the news reached me belatedly, and FRyder, because I wouldn’t be here it was only later, as I sat on the train en tonight without her guidance and sup- route to the university, that the news port. She was the one who first asked me finally had a chance to sink in. I want to write for children and then made sure to assure the committee members that that my writing kept to a high standard. even though I didn’t get a chance to Even when I decided to concentrate on speak to all of them, I felt just as much my writing instead of accepting a ten- excitement and pleasure as if I had ured professorship at a university (along found out immediately, and it was only with a beachfront condo), she did not because we were in a crowded train car argue. She simply said it was my deci- that my wife and I had to restrain our Wilder Medal sion to make. outward celebration. I also want to thank the American Library However, Joanne and I did say to each Association, which has been so generous other that we have taken a strange, Acceptance to me in the past. When I work in the wonderful journey together, and there solitude of my study, I can never tell how have been so many others besides her people are going to react to what I’ve who have helped me along that path Laurence Yep written. Each Newbery Honor has been that I can’t name them all in the short a surprise, and this award was an even time given me. Over the years, I have greater one. I never expected to be in worked with so many marvelous people such company as the previous winners at HarperCollins, Putnam, Scholastic, and Hyperion. But I need to single out three of them: Charlotte Zolotow, Toni Markiet, and Phoebe Yeh. Thank you for putting up with me all these years. I also want to thank two people from Harper who are present with us only in spirit: Frank Scioscia, who taught me how to tie a windsor knot at my first ALA (up until then I’d always worn clip-ons), and, of course, Bill Morris, who did so much for both writers and librarians.

My paternal grandfather, Lung—or Dragon, as his name means in English— would have been amazed to see his grandson speaking to so many people tonight. He was a humble man who, all his life, cleaned people’s houses and cooked their meals, and his ambition was to have his children lead better lives. My father was well on his way to achieving my grandfather’s dream when the Depression hit and my grandfather lost all his hard-earned savings.

My father had to drop out of college and was reduced to menial work, including picking fruit. But as he gathered peaches of the Laura Ingalls Wilder Medal, and from the trees with aching arms, he I especially want to thank the commit- promised himself that his sons would tee for including me in that illustrious get the education he never had. He and Laurence Yep is the winner of the group. my mother taught me to work hard, by 2005 Laura Ingalls Wilder Medal. His word and by example, and my parents acceptance speech was delivered I’m afraid that I missed the initial call made many sacrifices to put my brother at the ALA Annual Conference in from Janice Del Negro and her commit- and me through school so we both could Chicago on June 26, 2005. tee because I wasn’t at home. I was on receive our doctorates.

12 Summer/Fall 2005 • Children and Libraries Wilder Medal Acceptance And so tonight, through your kindness, may turn out to be a circus juggler. A in China who are both more noble than you’ve let me live out something beyond Chinese American grocer may once have humans but also more arrogant, and the wildest dreams of my grandfather been a professional basketball player. who, when I put them into books such and parents. as the Dragon of the Lost Sea series, have However, Chinatown is full not only of always taken me where they want to go I grew up in an African American history but of legends, and I could not rather than where I tell them to. neighborhood and went to school in understand Chinese American history Chinatown, so my whole life has been without understanding the myths that But the magical, shape-shifting tigers a process of trying to understand my shape and continue to shape a people. of Chinese legend have also fascinated own place in America as well as the So my other path has taken me into a me; for these tigers are not only almost place of my family; but in the late sixties, mythology in which four thousand years as deadly and powerful as dragons but when I first began searching for also more accessible, willing answers, there were only a hand- to live among humans with ful of Chinese American writers, whom they can form bonds no Asian American studies pro- that reach beyond bone and grams, and one single Chinese blood to the very soul. And American history textbook. I I’ve begun to explore that quite literally had no map for special link in a fantasy series where I was, where I had been, about a tiger wizard and his or what lay ahead of me in that troubled human companion, unknown territory. beginning with The Tiger’s Apprentice. However, as landmarks for my journey I had my memories of But whether it’s science Chinatown and the stories of peo- fiction, fantasy, historical ple like my paternal grandfather fiction, mysteries, or con- and his friends in Chinatown, my temporary realism, I have paternal grandmother in China, one main theme in my writ- and my maternal grandparents ing, and I learned that les- in West Virginia. son both in my African American neighborhood and And they have led me along two in Chinatown: A person’s true parallel paths. One has been value can be measured nei- the historical research that ther by a bank account nor became the basis for the nov- by titles but by that person’s els Dragonwings and Dragon’s heart; and I have been privi- Gate. But these novels were leged to meet people, both never meant to stand alone. The in person and in books, who Chinatown that I knew as a child have led lives of quiet her- was small and intimate, where oism and who rose to the everyone knew one another, occasion when challenged. and it was the same way with the Chinatown that I created in Nor are my family and their my imagination. The characters from of Chinese legends and stories lie on top friends that exceptional. The details may Dragonwings and Dragon’s Gate intro- of one another like the layers of an arche- vary, but their stories are the stories of duced me to their friends and family, and ological dig. And just as there were gems your own grandparents and parents who their stories have grown into the Golden to be found in Chinese American history, dreamt the same things for your families Mountain Chronicles—the record of there were also treasures to be discovered and then worked just as hard to make seven generations of Chinese Americans in the folklore—sometimes hidden in the them happen. and their adventures through 150 years tiniest type in the dullest of scholarly of American history. America changed footnotes—such as the story of the boy As a person and as a writer, I have been the first Chinese who came here as much who escaped deadly, magical snakes not shaped by many people, so I accept this as they changed their new country; and by fighting them or fleeing but by the medal not just for myself but on behalf of America has continued transforming uniquely Chinese strategy of eating them my wife, Joanne, my parents, my grand- their descendants in ways that I’m still for dinner. Or the story of why human spit parents, my family, and the “oldtimers” trying to comprehend. And along the is the secret terror of all ghosts. in Chinatown. It will encourage me to way, I have encountered true stories bur- continue on this strange journey into ied by time that were real treasures. A And, of course, I have learned some of the those uncharted territories of history cook in a Montana stagecoach station marvelous tales of proud, willful dragons and legend. &

Summer/Fall 2005 • Children and Libraries 13 Only the Rarest Kind of Best One View of Literary Criticism Susan Cooper

Arguments for distinguished children’s literature are numerous language, nude children completely clothed, and scenarios and range from pedagogical approaches to aesthetic develop- deleted to meet the public’s demand for “safe” books. ment. The rationale for employing literary criticism to children’s books must be placed within a framework that enables readers So it was that in the fall of 2000, I returned home armed with a to differentiate between exemplary trade books and mediocre suitcase of distinguished titles, many of which were unavailable publications. “The rarest kind of best” should be the canon to to American readers, or only available through such indepen- which we adhere, and it should be the yardstick employed by dent publishing companies as Kane Miller. More important publishers of literature for children. than the treasures I had to share was the mission I brought home—to spread the word that children in America were being sat on the floor of Bloomin’ Books in New South Wales and deprived of picture books and stories that could change their listened as some of Australia’s premiere children’s authors worlds in wonderful ways. Censorship to enhance profits is as Iand illustrators asked why Americans are so afraid to insidious as disallowing ideas because of controversy. endorse truth in literature. It was a legitimate question, one that both embarrassed and provoked me. I needed to investi- “Only the rarest kind of best in anything can be good enough for gate further. the young” is the canon by which literature must be critiqued.1 Controversy for the sake of sensationalism is exploitation; the I was aware that some American publishing companies pro- truth within a framework that defines the human experience moted books that promised to be profitable while rejecting is not. It is not a question of what is contentious, it truly is a controversial topics. I had challenged librarians and teachers matter of how the material is presented, and most importantly, for selecting only titles void of controversy, and considered that why. Real life cannot be glossed over, even for the very young. practice a euphemism for censorship. It was, however, the idea Vehicles for the honest exploration of the journey will enable that distinguished pieces of literature were being denied to readers to arm themselves for what may loom ahead. American readers that astounded me. The ongoing question of whether the book will be profitable These award-winning writers and artists were told that sani- must be countered with the query: is it distinguished literature? tized revisions were often the price for distribution in the This discussion will not delineate criticism by genre, explore States. Stories were shared of rejected manuscripts, diluted gender roles, examine cultural or historical perspectives, or consider the psychological underpinnings of the titles in question but will tightly define distinguished literature as that which Susan Cooper is Professor of International Literature for successfully expands the readers’ world lens, presents char- Children, Adolescents, and Young Adults and Director for the acters with whom empathy is developed, establishes a sense Center for International and Cultural Awareness at Wesley of place that becomes a visual picture, and employs words in College in Dover, Delaware. ways that redefine. Titles that accomplish that are extraordi-

14 Summer/Fall 2005 • Children and Libraries Only the Rarest Kind of Best nary—and that is enough! It is enough planted, Magpie begins to question home of her childhood, and leads her to counter the censors, to fight the need Dog’s ability to be her wings. The third into a past that reveals the secrets care- for profit, and to argue for publication. call to follow Fox and leave Dog behind fully guarded by the family matriarch, Within these parameters, I have selected proves too tempting, and Magpie “flies” her great-aunt, Rita. Marsden establishes three titles to illustrate why open access through the desert on Fox’s back. Once empathy for Winter, despite her caustic must be available. Fox has reached the searing, barren ter- demeanor, as he allows the reader inside rain, he flicks Magpie “off his back as he of her head during the search for her Exemplary Australian titles have been would a flea,” and the enormity of her parents, the eviction of the exploitive discussed to demonstrate that interna- betrayal of Dog overwhelms Magpie. The caretakers, and the ultimate confron- tional literature of importance is too author and illustrator leave Magpie in tation with the aristocratic great-aunt. often unavailable to American Readers. the desert, beginning the long journey The psychological landscape of Winter’s The idea that provocative titles that back toward Dog. The end pages dem- past forces the reader into an intrigu- encourage critical thinking and provide forums for open-ended discourse are barred from readers is unacceptable. The Real criticism . . . cannot be built around the books discussed are among a plethora of international titles that are published to books that are safe and marketable. entice readers, but may not guarantee profits. Access to the best books from all cultures should be a guaranteed First onstrate a healed terrain, and promise ing examination of the mind’s ability to Amendment right. hope, but do not bring closure, requiring repress and, ultimately, to heal. the reader to consider the options. Margaret Wild shared her picture book, The language reflects that of an adoles- Fox (Allen and Allen, 2000), that morn- John Marsden’s Winter (Pan Macmillan, cent forced too soon into adulthood, ing in New South Wales. She discussed 2000) issued an invitation for the reader and yet provides visual metaphors for the difficulty she experienced in getting to join the protagonist in a journey that the pain. Winter painfully pulled the this riveting tale of betrayal published in will answer the questions provoked by deep roots of the blackberry bushes that the United States. There is no “Disney” the dust cover: threatened to encompass the property as promise of “happily ever after . . .” but she dug at the roots of her personal tragic respect for each reader to come to his For twelve years, Winter has been history. Sense of place was established or her own conclusion. The visual meta- haunted. as descriptions of Warriewood perme- phors created by illustrator Ron Brooks ated Winter’s memory and afforded the make the marriage of text and illustra- Her past, her memories, her feelings reader a sensual experience. “Flavors, tion seamless. The text is positioned on will not leave her alone. And now, at smells, colors, cold food and hot food, the pages so the reader is forced to turn sixteen, the time has come for her to meals and snacks and drinks . . . my the book sideways and upside down, act—the time has come for her to go mind wasn’t so much like a handful of illuminating the fact that the illustrator back home. memories as a smorgasbord.” has shown the story from multiple perspectives. Fox is an invitation to think. Every journey starts with a single Winter’s journey parallels that of many step. But sometimes if you want to adolescents as they search for an identity Magpie, charred from the forest fire, could step into the future, you must ﬁrst that has been shaped from childhood no longer fly, and therefore, has no reason step into the past . . . by outside influences. The tenacity with to live. Dog, blind in one eye, had a mis- which she approaches the quest for truth sion: to revive Magpie’s will to live; he Winter’s intrinsic journey for self par- provides a model of hope for readers. The does so by becoming her “wings” as she allels that of Joseph Campbell’s Hero’s route may be difficult, but it is through becomes his “eye,” and they form a whole Adventure (Doubleday, 1988); she is on a the journey that epiphanies occur. For creature. Then Fox appears, viewed by quest that ultimately leads to her “resur- Winter, it was her resurrection. Dog as a lonely figure in need of friend- rection.” The passage back began with a ship and by Magpie as a predator. The physical trip to the homestead, the place It may be necessary to establish, perhaps sanctity of the cave provides the safety of of her birth, and the scene from which even defend, the need for an expanded the womb, and in that haven Magpie is she had been removed at the age of literary canon that promotes interna- safe, but Fox is on the perimeters. It is the four. The search for identity took the six- tional publications. Real criticism, which larger world, with all of its temptations, teen-year-old Winter out of the sanitized stretches the reader cognitively and affec- that facilitates Magpie’s “fall.” environment of distant relatives into an tively, occurs within the context of liter- arena in which she would discover her ary knowledge and literary standards and It is a tale of temptation and succumb- history and begin her future. cannot be built around the books that are ing. Fox lures Magpie away from Dog by merely safe and marketable.2 It is abso- promising that he can truly provide the Winter’s need to reconnect with her par- lutely essential to afford children oppor- euphoria of flying. The seed of doubt ents begins as an extrinsic return to the tunities to vicariously experience life

Summer/Fall 2005 • Children and Libraries 15 Only the Rarest Kind of Best through the pages of exemplary stories. becomes Scaredy-cat, Wildcat, Spitfire, yardstick. The characters we meet and The plight of a four-year-old orphan in Kitten Number One, Bestcat, Catlegs, often befriend through the pages of story rural Australia in Winter will assist in the Cat, Kittycat, Whiskettes, Skinny Minny, are gifts, enriching our lives; the settings development of compassion and empa- Upcat, Blackeyes, Pussycat, Crazycat, are their invitations into unexplored thy. The propensity to yield to temptation Catseyes, Cat Number One, Noname, eras or cultures creating new lenses. It may be reconsidered after reading Fox. and ultimately, Mycat. The importance may be a journey to medieval England of naming takes on significance as the (Crispin: The Cross of Lead, Hyperion, The arguments for quality literature kitten’s title changes with the action. 2002), Zimbabwe in 2194 (A Girl Named are numerous and the continuum may The lens through which the reader sees Disaster, Orchard, 1996), or the hills of embody points as separate as rudimen- Shane provides a window into his need Appalachia in the twentieth century tary educational tools to aesthetics. It for love. The cardboard box that pro- (Soda Jerk, Orchard, 1990), but the readers’ ability to accept the invitations will be determined to some extent by the believability factor. The characters and Censorship to enhance proﬁts is as insidious as their dilemmas must engage the reader; the locale must draw the participant into disallowing ideas because of controversy. the world of story.

Those who have accepted the task and is not a case for the cognitive versus vides security is deemed home, and the joy of sharing children’s literature must the affective; good literature enhances kitten is christened Mycat upon arrival. consider what it means when children academic performance and the quality Hathorn and illustrator Gregory Rogers interact with dumbed-down stories. The of life. Truly powerful prose offers the have given the reader a disturbing look core of quality literature embodies these reader an enriched vocabulary, an inter- at homelessness through the experi- universal truths: textual knowledge base, alternative lives, ences of a young boy, and his family: unexplored worlds, and the aesthetic a stray kitten. Way Home is a call for ■ You can never get without giving. joy of reveling in something rare but action because Shane is all children, magical.3 Well-written books have the and the urban area is any place in the ■ Through the quest, the protagonists ability to change lives in positive ways, world. The message is one that makes learn their true destinies and missions. to enlarge the readers’ understandings of the reader vulnerable, empathetic, and self and others in ways that break down hopefully spurred to action. ■ Any great gift or power or talent is a artificial boundaries, and enable the par- burden that must be developed. ticipants to reach out one to another. The single most important attribute of distinguished literature is the ability to ■ Those who seek to find honor will Good books have ideas that extend develop empathy within the reader.7 Fox, triumph, no matter what the outcome beyond the theme and story.4 Goforth Winter, and Way Home succeed in meet- of the test. argues that children’s literature should ing this criterion. Literature is consoling have the same literary merit expected even when it tells the darkest truth.8 ■ Stories should encourage children of adult literature because quality writ- Each of the discussed titles tells a dark- to make their own choices, even if ing for children authentically and imagi- est truth. Thus the question should never imperfect.11 natively expresses thoughts, emotions, be whether to provide outstanding trade experiences, and information in such a books for children, but why anything less Successful art takes us away from our manner as to stimulate the intellect. 5 would be considered. current world to levels of understanding deeper and wider than our limited “When an event is reshaped through lit- The aesthetic joy of language and illus- lives. The palette may be the pages of a erature, it may stimulate action, it may tration requires no pedagogical ratio- novel, the lines of a poem, or the visual make sense of the experience; the expe- nale; offering readers the contagious extension of prose and poetry. Children rience often becomes more poignant pleasure good books afford needs no fur- around the world deserve to vicariously in the reshaping.”6 In Way Home by ther explanation. It is through exposure view other cultures from the pens and Libby Hathorn (Random House, 1994), to “the rarest kind of best” that readers palettes of those reflecting their cultures. Shane’s crumpled life becomes evident develop standards.9 Sanitized, watered-down versions of as the reader encounters end pages of genuine cultural mirrors thwart growth furrowed paper. The text—white words Providing exemplars is essential as read- and hinder joy. & transposed on black paper with ripped ers strive to build their personal canons; edges—provides an ominous overtone we are all critics, for every time we inter- to the story. A stray kitten, rescued by act with print we pass judgment.10 Bibliography Shane, is named and renamed as the boy and the tiny feline encounter life Exposure to distinguished literature Avi. Crispin: The Cross of Lead. New on the streets. The cat with no name enables the critic to establish a viable York: Hyperion, 2002.

16 Summer/Fall 2005 • Children and Libraries Only the Rarest Kind of Best Campbell, Joseph. The Power of Myth. New York: Doubleday, 1988 Farmer, Nancy. A Girl Named Disaster. New York: Orchard, 1996 Hathorn, Libby. Way Home (illus. Gregory Rogers). Australia: Random House, 1994. Marsden, John. Winter. Australia: Pan Macmillan, 2000. Rylant, Cynthia. Soda Jerk. New York: Orchard, 1990. Wild, Margaret. Fox. Australia: Allen and Allen, 2000.

References

1. Walter de la Mare, “Only the Rarest Kind of Best in Anything can be Good Enough for the Young,” in Workshop 2 By and For Teachers, ed. Nancy Atwell (Portsmouth, N.H.: Heinemann, 1990): 11. 2. Janet Gardner, Writing about Literature (Boston: Belford/St. Martins, 2004); Paul Heins, “Out on a Limb with the Critics: Some Random Thoughts on the Present State of the Criticism of Children’s Literature,” in Crosscurrents of 5. Francis S. Goforth, Literature 8. Jill Paton Walsh, “Swords and Criticism, Horn Book Essays 1968– and the Learner (Belmont, Calif.: Ploughshares,” (symposium 1977, ed. Paul Heins (Boston: Horn International Thomson Publishing, conducted at the annual Book, 1977): 77. 1997). Children’s Literature New England 3. Kim Reynolds, Children’s Literature 6. Ethel Heins, “Swords and Incorporated Institute, Harvard in the 1890s and the 1990s Ploughshares” (symposium University, Cambridge, Mass., 1992.) (Plymouth, England: Northcote conducted at the annual 9. De la Mare, in Workshop 2 By and House Publishers, 1994). Children’s Literature New England For Teachers, ed. Atwell: 11. 4. Jean Karl, “Standards for Evaluating Incorporated Institute, Harvard 10. Gardner, Writing about Literature. Books,” in Through the Eyes of a University, Cambridge, Mass., 1992.) 11. Judith Kellogg, “The Dynamics of Child, 3rd ed., ed. Donna Norton 7. Richard Jackson, personal Dumbing: The Case of Merlin,” The (New York: Macmillan, 1991): 85. communication to author, 1991. Lion and the Unicorn (1993): 55–72.

Snapshots Sought 2. Please send a caption typed on a sheet of paper. Captions should provide identifying information about the photo and When you pick up a magazine on the newsstand, what’s the first event, and include the names of people pictured. thing you look for? Pictures, right? We feel the same way. Since we can’t be everywhere, we’d love to have you share photos with 3. We especially love pictures with children, but if you photo- our readers. Are you planning a special program? Hosting a graph a child at your library, we must have a signed permission party? Author guest? Dress-up day? Great new library building slip from a parent or guardian. Otherwise, we cannot publish expansion? Pets at the library day? Wacky storytime? We’d love the photo in Children & Libraries. to run some photos from libraries across the nation. It’s easy to submit; just follow these simple steps. 4. Send photos, captions, and your contact information to editor Sharon Korbeck Verbeten at 820 Spooner Ct., De Pere, WI 54115. 1. We can use prints, slides, or high-resolution digital images. Questions can be e-mailed to [email protected]. Please note that the latter MUST be 300 dpi.

Summer/Fall 2005 • Children and Libraries 17 and comic books were not available in Braille, she could only wonder 2004 Winners “what the other kids were talking about in these realms.” Young children: Glenna Lang, Looking Out for Sarah, illus. FRIENDS of the Association for Library Service to An avid book-lover ever since, she (Charlesbridge Publishing). Children (ALSC) was created to ensure excellence describes librarians as “superhe- FRIENDS OF ALSC roes,” not only for sending her Middle school: Wendy Mass, in the Association's traditional programs and servic- Braille and recorded books, but A Mango Shaped Space, (Little, es and to support growth in new directions as our also for steering her to informa- Brown). profession meets the exciting challenges of the 21st tion she longed to discover. She Help Raise read, for example, most of the Teens: Andrew Clements, Things century. World Book Encyclopedia when Not Seen (Philomel Books). it was first published in Braille in As a FRIEND OF ALSC you can choose to support 1959. “I read most of it, thinking I’d 2005 Winners a Nation know as much as librarians assum- one or more of these initiatives at the core of ing they knew everything in every Young children: Diane Gonzales ALSC's mission: book they had,” Schneider said. Bertrand, author, and Robert L. She also joined a teen book dis- Sweetland, illustrator, My Pal, of Readers PROFESSIONAL DEVELOPMENT cussion group at the library, even Victor (Raven Tree Press). though most of the books being FRIENDS support opportunities for all members discussed were too current to have Middle school: Pam Muñoz Ryan, Dr. Katherine Schneider to grow through grants, scholarships,Web-based been converted to Braille or recorded. Becoming Naomi León (Scholastic). Still, for Schneider, “just being around learning, and training through new technologies. Book Award Patron Tells book readers was exciting.” Teens: Samantha Abeel, My Thirt- eenth Winter: A Memoir (Orchard) EARLY LITERACY PROJECTS Technological advances have been a FRIENDS support early literacy initiatives such Her Compelling Story boon for her—as for others—albeit with some caveats. For example, she leapt at as Born to Read, guaranteeing ALSC’s place at Sharon Korbeck Verbeten the chance to be one of the first testers of principal media sources) advertise very the forefront of our nation’s literacy campaigns. scanners when they were initially devel- little, and her talking screen reader can’t ALA’s Schneider Family Book Award hon- oped in the mid-1970s to turn printed decipher Internet ads for the most part. ors an author or illustrator for a book words into speech. At that time, she INNOVATIVE CONFERENCE PROGRAMS AND that embodies an artistic expression of recalls, a scanner “was as big as a desk, Similarly, she depends on sighted people’s INSTITUTES the disability experience for child and very temperature-sensitive, and had a opinions when it comes to matching col- FRIENDS support creative, practical programs adolescent audiences. An award recipi- machine voice with a Swedish accent” ors, choosing a style of lamp, and “know- ent is selected in three categories: young that was hard to decipher. ing how beautiful my seeing-eye dog is.” and institutes to meet the ever-changing needs children (age 0–10), middle school (age of both new and veteran members. 11–13), and teens (age 13–18). Each recip- “There’s a trade-off for being able to read Occasionally a picture can be worth more ient receives $5,000. To nominate titles, any book I want before it comes out in than a thousand words, she acknowl- e-mail [email protected]. Braille or on tape. I have to scan it page edges. For example, when searching the 21st CENTURY CHALLENGES by page and listen to it in machine-speak. Internet for information about cats to FRIENDS support ALSC's efforts to attract and Dr. Katherine Schneider, for whom the For poetry or books with a lot of dialect or help her goddaughter with a report, she retain members, address intellectual freedom Schneider Family Book Award is named, foreign words, it isn’t worth it. A human somehow got into a pornographic site. A has been a patron of the Library of reader is far preferable. It’s like the dif- photo with the title “Hot Kitty” quickly and equity of access issues, create public aware- Congress’ National Library Service for ference between taking a vitamin C pill let her know this site was not one she ness campaigns, and pursue diversity in the the Blind and Physically Handicapped and enjoying a glass of freshly squeezed was seeking—and left her chuckling membership and the profession. for forty-five years. She is a senior psy- orange juice. The vitamin content may be about “an advantage of being blind, not chologist and coordinator of training at the same but the experience is not.” having to deal with those images.” ALSC the University of Wisconsin–Eau Claire GIVE US YOUR SUPPORT TODAY! Association for Library Service to Children Counseling Service. Despite her incessant quest for knowl- Schneider wants sighted persons to edge, Schneider is conscious of big gaps share their perceptions of visual beauty Schneider started receiving Braille books in her base of incidental information, with her. Her advice? “When a blind TO LEARN MORE ABOUT FRIENDS OF ALSC or to obtain a Friends donation card, please from the Library of Congress when she such as the color of a ruby (a question that friend comes to visit, find beauty you can call 1-800-545-2433, ext. 2163, or send an e-mail message to [email protected] our Friends was nine and talking books soon after appeared on some intelligence tests she both enjoy. Does your town have a rose Web site at www.ala.org/alsc. Click on “Support ALSC” at the top right of the page banner. that. “I spent many happy summer after- took in the past). She also feels behind on garden, a symphony, a farmer’s market, noons lying in my room reading clas- product information touted by advertise- a bookstore, or a library with a good col- sics like Little Women.” However, since ments. Braille magazines don’t carry ads, lection of books on tape? Beauty is even popular books like Nancy Drew mysteries public radio and television stations (her better when it’s shared.” &

18 Summer/Fall 2005 • Children and Libraries FRIENDS of the Association for Library Service to Children (ALSC) was created to ensure excellence FRIENDS OF ALSC in the Association's traditional programs and services and to support growth in new directions as our profession meets the exciting challenges of the 21st Help Raise century.

As a FRIEND OF ALSC you can choose to support a Nation one or more of these initiatives at the core of ALSC's mission: of Readers PROFESSIONAL DEVELOPMENT FRIENDS support opportunities for all members to grow through grants, scholarships,Web-based learning, and training through new technologies.

EARLY LITERACY PROJECTS FRIENDS support early literacy initiatives such as Born to Read, guaranteeing ALSC’s place at the forefront of our nation’s literacy campaigns.

INNOVATIVE CONFERENCE PROGRAMS AND INSTITUTES FRIENDS support creative, practical programs and institutes to meet the ever-changing needs of both new and veteran members.

21st CENTURY CHALLENGES FRIENDS support ALSC's efforts to attract and retain members, address intellectual freedom and equity of access issues, create public awareness campaigns, and pursue diversity in the membership and the profession. ALSC GIVE US YOUR SUPPORT TODAY! Association for Library Service to Children

TO LEARN MORE ABOUT FRIENDS OF ALSC or to obtain a Friends donation card, please call 1-800-545-2433, ext. 2163, or send an e-mail message to [email protected] our Friends Web site at www.ala.org/alsc. Click on “Support ALSC” at the top right of the page banner. Information Needs Learning More about What Kids Want, Need, and Expect from Research

Andrew Kenneth Shenton and Pat Dixon

This article is intended to complement a paper that previously xisting typologies of the information needs of young- appeared in this journal (“Just What Do They Want? Just What sters developed by Minudri, Gratch, Walter, Latrobe and Do They Need? A Study of the Informational Needs of Children, EHavener, and Shenton and Dixon tend to devote particu- Children and Libraries, Summer/Fall 2003). It explores the lar attention to the purposes for which information is required information needed by young children and teenagers in their and to the subjects of that information.1 The former frequently everyday lives. The focus is not the subjects of the information, provide the basis of the main divisions, and the latter are dis- nor the purposes for which it is required—both of which have cussed to clarify the scope of each category. Coverage of further been commonly investigated in previous need typologies—but issues that should be appreciated in order to understand these other situational factors that must be appreciated if an adequate needs in more detail is usually lacking. Indeed, in the late understanding of youngsters’ needs is to be gained. 1980s, the DOMensions Consulting Party Ltd. commented that the literature was, for the most part, limited to listing “general The criteria discussed emerged from research undertaken in areas in which young people reportedly need or require infor- England with four- to eighteen-year-olds. The situational factors mation”.2 More recently, however, the inadequacy of such an identified may be grouped into five categories: those pertaining approach has been recognized. Choo writes that experiences to the stimulus that has given rise to the need, those relating giving rise to information needs include elements that relate either to the manner in which the need develops or to its time- not only to subject matter but also to situational conditions scale, those concerning the nature of the information itself and should be considered.3 Moreover, Nicholas’s eleven “major desired by the individual, those associated with the user’s situa- characteristics of information need” are representations of tion, and, finally, those involving the end product for which the these situational issues.4 information is required. The article closes by presenting general conclusions and implications for practice. The intention of this paper is to examine such variables within the context of the needs experienced by the youngsters taking part in an empirical research project, thereby complement- ing the typology of information needs that has already been

Dr. Andrew Shenton is a former lecturer, Division of Information and Communication Studies, School of Informatics, Northumbria University, Newcastle Upon Thyme, England. He can be reached via e-mail at [email protected]. Pat Dixon is Principal Lecturer, Division of Information and Communication Studies, School of Informatics, Northumbria University. She can be reached via e-mail at pat.dixon@ northumbria.ac.uk.

20 Summer/Fall 2005 • Children and Libraries Information Needs presented by the authors and which was itself largely centered on the purposes and subjects of the information required by the participants.

Aims, the sample, and the methods employed

The results discussed in this article emerged from a qualitative, British Academy-funded Ph.D. study that explored the information universes of young people. Insight into the situational factors pertaining to their information needs was gained by investigating the ideas of youngsters as they expressed them. Informants were drawn from six schools in a small town on England’s Northeast coast. Three were first schools (for children from four to nine years of age), two middle schools (for nine- to thirteen-year-olds) and one high school (for youngsters between thirteen and eighteen). In each organization, youngsters from one form in each year group contributed data. The form sampled and the individual pupils approached within that class were chosen at random. Each form teacher verified that the sample taken Figure 1. Visual Representation of Identified Need Variables from his or her class embraced a wide range of ability. In total, 188 pupils from fourteen year groups were involved. Data Although individual interviews and researchers considered “information was collected via twelve focus groups and focus groups were the principal methods need” to embrace needs and wants alike, 121 individual interviews conducted dur- of data gathering, the data contributed partly because to concentrate exclu- ing the 1999–2000 academic year. Each by the youngsters was verified against sively on what the investigators might informant was asked the following: documentary sources where possible. In consider “necessary information” would particular, data was triangulated against involve the introduction of a judgmental internal school documents and England’s approach that seemed incompatible with Think of a time recently when you national curriculum requirements.6 the aim of examining information needs needed help, when you needed to from the youngsters’ own perspectives. decide what to do, when you were Ultimately, data was coded inductively using the constant comparative method It may also be argued that because a worried about something or when of Glaser and Strauss.7 researcher cannot experience the emo- you needed to ﬁnd something out or tions and thoughts of an informant, the learn something, either for school or making of such distinctions is, as Line your own interest. It might’ve been Conceptual boundaries of the project implies, virtually impossible.8 at home, at school, or anywhere Only those needs that the study participants actu- else. Could you tell me about what ally felt were explored within the project. you remember of that time? For the purposes of this study, an information need was considered to be the Needs that were preempted by teachers, This approach was based on a strategy desire or necessity to acquire the intel- who provided information in advance of devised by Dervin et al. for their study lectual material required by a person to such feelings emerging were beyond the of the information needs of Seattle resi- ease, resolve, or otherwise address a situ- scope of the work. dents.5 After providing stories relating to ation arising in his or her life. In accor- the needs they had experienced, infor- dance with widespread assumptions mants were asked to describe the action among writers and researchers involved Discussion of findings they had taken in response. Each dia- in library and information science, logue was tape-recorded, and verbatim information was perceived to include Broadly, the situational factors identified transcripts were prepared soon after its facts, interpretations, advice, and opin- in the study relate to the need stimulus, completion. ions. Unlike some authors, however, the the development and timescale of the

Summer/Fall 2005 • Children and Libraries 21 Information Needs need itself, the information that was a rough idea of the need topic, but it was it is the inquirer’s very lack of knowl- sought, the user’s situation, and the only with time that more detail about edge that has prompted action.10 During nature of the end product for which the it became known to them. Sometimes the search, however, the information information was required. These areas this was achieved through a photograph. gathered causes the individual’s state of are shown in figure 1. The principal aim Olivia (age eight) required more informa- knowledge to change and, increasingly, of this illustration is to represent the tion relating to a Roman coin, which she a clearer grasp of what is required is variables associated with information photographed, and Joshua (age eight), developed. needs addressed in this paper. To ensure a keen birdwatcher, took pictures of the greater completeness and to place them creatures as he observed them so he Topic constancy in a broader context, however, the addi- could find out more about them. In each tional criteria of the subject of the infor- case the photograph, when developed, When a particular need emerged in rela- mation required and the general purpose provided further information about the tion to schoolwork, most youngsters for which it might be needed are also subject of the need. sought information solely on the subject shown. As explained previously, these nominated by either themselves or their issues formed the basis of the typology of For other informants, needs relating teachers at the outset of the work, and information need outlined in a previous to certain aspects of the overall sub- their subsequent information-seeking paper in this journal. ject emerged during the seeking pro- did not deviate from the overall area. A cess. This was often the case when a few, however, recalled occasions when detailed school assignment was being the whole topic shifted during the course The need stimulus prepared. Needs of a broad nature were of their assignment work. Usually such initially identified but, when work was “topic reorientation” resulted from the Need capture undertaken, more specialized informa- youngsters’ redefining the area of need tion on particular aspects was required. after early information-seeking difficul- Many youngsters sought subject infor- Harrison (age seventeen) explained how, ties. Kirsty (age thirteen) first sought mation in response to a desire or aware- while writing an essay on Nazi Germany, information on “poltergeists,” but after ness within their heads that such material he eventually looked for information finding little information on the topic, was necessary. Others, especially those specifically on areas “that hadn’t been considered it too restrictive and broad- pursuing information for school, were covered particularly well” in sources he ened it to “ghosts.” This runs contrary guided by documentary material, such consulted and the importance of which to what Irving considers to be the typi- as an assignment brief, which provided a he now realized. cal problem for youngsters engaged in less subjective construct of the need. work where they select their own topics, Comparisons may be drawn between the namely that the area initially nominated Specificity way in which some youngsters gradually is too broad.11 decided that they needed more mate- This may be understood on a scale from rial on matters that they were coming In two further cases, unforeseen events high to low. The former end encom- to believe were integral to their main outside the youngsters’ control led to passes situations where information was area of concern and Belkin’s Anomalous “need expansion.” Here the subject required for producing a school assign- States of Knowledge (ASK) hypothesis embraced by the need again increased ment, solving a problem, or making a with regard to adult information seekers.9 beyond the person’s original expecta- decision. “Low specificity” may apply in Belkin postulates that, in contemplating tions, although not in these instances circumstances where youngsters sought a problem (which, in this case, may be because of initial information-seeking information simply because of a passing, a homework assignment), an individual failure. Required to produce work on personal interest in a subject. Situations recognizes that his or her existing knowl- the English Civil War, Tanya (age thir- within the middle ground include those edge (or here the information that has teen) planned to work with a partner. The in which pupils, realizing the need to already been retrieved) is insufficient to pair divided the topic into areas so each develop knowledge of a topic for their provide a solution. In the context of the person was responsible for particular studies at school, undertook background study, the youngster could not at this aspects. But when her partner was absent reading during their course without pur- point complete his or her work satis- from school, Tanya had little alternative posely revising for an exam. factorily. The inadequacy, according to but to investigate the whole topic herself. Belkin, may take many forms, including Similarly, Pamela (age thirteen) recounted gaps, lacks, uncertainty, or incoherence. how unexpected information needs arose Need development and timescale The person seeks information in order after problems she encountered during to rectify such an anomaly and solve the a geography field trip. Little work had Need anticipation problem. Initially, he or she may struggle been possible during the visit because it to articulate precisely the information rained much of the time. The local studies Many youngsters were able to define that is required. As Belkin, Oddy, and assignment that had already been set was their needs before information-seeking Brooks write, it is common for an indi- then widened to include areas that would action, and their searching concentrated vidual not to know in advance what is have been addressed in the fieldwork had entirely on these areas. Some began with appropriate for his or her purpose, since this been possible.

22 Summer/Fall 2005 • Children and Libraries Information Needs After her difficulties in finding informa- mation required over a sustained of the Web.14 It must be stressed that her tion on poltergeists, Kirsty encountered length of time although it differs territory is slightly different from the a similar problem when investigating a in that the same need emerges in concern here since ending information- topic relating to outer space. Here, how- bursts in response to events that seeking action is not entirely the same ever, she changed the subject consid- recur. Examples include sports results as the termination of an information erably, rather than merely widening it. (Victor [age seven], Antony [age eigh- need. Nevertheless, Agosto, too, notes Kirsty first selected “the moon” for scru- teen]) and team news in soccer (Bob how information-seeking may cease tiny, then shifted toward “rockets and [age fourteen]). when action has resulted in a satisfac- things that people use to go into space” tory outcome. She also highlights the because most of the information she dis- Need termination effects of “physical discomfort associ- covered pertained to these areas rather ated with excessive computer use,” than the moon. Emily (age sixteen) took In instances in which the need ceased, “boredom onset,” the setting of time similar action. Her original topic was three patterns emerged: limits for information-seeking action, witchcraft, but noting that more mate- repetition of information and “informa- rial seemed to be devoted to witch hunts, ■ Termination on action. The need con- tion snowballing.”15 she, too, changed her area. tinued until it was satisfied by effective information-seeking activity and Urgency The only problem of this kind that resolution of the situation triggering emerged in the context of interest- the need; This issue was highlighted by two infor- driven needs was experienced by Hilary mants who had two very different types (age eleven). She admitted that her “real ■ Termination on event. The need disap- of information need. Ross (age fifteen) interest” was in the work of a veteri- peared with a particular development confirmed his choice of topic for an narian but, as her CD-ROMs at home in the life of the youngster that was English talk the day before it was due did not provide such information, her outside his or her control. For school- and thus required his information for the computer-based searches concentrated required information, this might be following day. Although many instances on animals in general. Needs of this the submission date for an assign- were reported in which youngsters were type, where what is actually desired is ment; in the case of advice, the time working with school deadlines, this was reshaped by youngsters in accordance at which a decision had to be made; the only case where it was specifically with their perception of what is avail- or with effective support, the passing stated that the information was needed able, may be understood as a form of of an event causing anxiety. For some urgently. The second situation involved the “compromised need” described by informants, the stage of termina- the need for advice to inform a decision Taylor.12 Eastman, Friel, and Lyons et al. tion was not clear-cut. Penelope (age that had to be made “on the spot.” Cathy have also found evidence of “topic reori- seven) admitted being shy and sought (age eleven) said her veterinarian asked entation.”13 advice on “how to make friends at if she should have her terminally ill rab- school.” Only gradually, as youngsters bit “put to sleep,” so she required guid- Frequency of need occurrence made friends with her, did her need ance from her mother but “I could only dissipate; talk for a few minutes because I needed On the basis of how often particular to tell her [the vet] there and then.” needs arose, three variations of need ■ Termination on interest depletion. were detected: Where information was required on an ongoing basis for a personal inter- Information pertaining to the need ■ Isolated. Many needs, especially those est, the need often continued until the relating to advice, were of this type, individual’s enthusiasm for the subject Precision with information required on a single waned. Piers (age ten) recognized that occasion, often for a highly particular his interests changed, and drew atten- The specificity of the information purpose; tion to how his information-seeking required may, once more, be understood was directed towards “anything that as a continuum. At one extreme, young- ■ Ongoing. Information was required on was interesting at the time,” as well sters sought highly focused information the same overall subject progressively as other subjects he considered long- relating to quick reference questions, like over time. Most needs of this type term interests. In another reference to the query of Ian (age nine): “How many related to support for skill develop- interest depletion, Zoe (age fourteen) stars are there in the galaxy?” General ment, subject information for school, described going to an afterschool club information pertaining to topics may be or matters of personal interest, and until its subject no longer appealed to seen as lying at the opposing end. In one involved requirements for information her. In her own words, “It just became such case Tessa (age eighteen) described either of increasing detail or on differ- boring.” how she initially required information on ent aspects of a general topic; and the background of the French Revolution Agosto isolates a number of factors that that would help her make sense of the ■ Repeating. This category is reminis- may lead to the termination of informa- actual events. This information need is cent of the ongoing type, with infor- tion-seeking action in relation to the use comparable to the “enlightenment” type

Summer/Fall 2005 • Children and Libraries 23 Information Needs defined by Taylor and is characteristic of in text form) linguistic readability. Once type in response to demands made by the “prefocus exploration” phase within more, the issue emerged only when their teachers. Norman (age thirteen) Kuhlthau’s information search process retrieved information proved unsat- explained how, in answering questions model.16 A similar continuum is pre- isfactory. Norman (age thirteen), who about Kalapalo Indians, “We had to do a sented by Armbruster and Armstrong in was interested in alternative medicine, page of writing and a page of diagrams relation to reading goals. They identify explained how he struggled to grasp the for each question.” This led to Norman its opposing poles as “very specific” and content when his mother had shown seeking a map that he could copy in order “very general.”17 him her college notes on the subject. to “show where Brazil is.” Pupils were He admitted, “It’s really submolecular also instructed to obtain pictures for use Currency stuff. I can only understand the basics.” in relation to subjects such as French, Whereas Norman found his mother’s design technology, and art. Usually these Few youngsters specified that the infor- material to be too challenging conceptu- served as stimuli for the youngsters’ own mation they sought should be up-to- ally, Tony (age seven) recognized certain creative work. Occasionally informants date, and those who did make such a literature devoted to a particular topic of undertaking topic work decided to seek stipulation introduced this requirement interest to be inappropriate in its read- illustrations of their own volition. Sasha only when the initial information they ability. Keen to learn about Newcastle (age nine) identified early on that a pic- retrieved did not match their expecta- United’s past soccer players, Tony real- ture of a hippopotamus was a prerequi- tions. Wes (age nine) was searching for ized that his father’s volumes on the sub- site for her study of the animal. population figures for the United States ject were beyond his reading level and and was dismayed by discovering only commented ruefully that few books on Where youngsters were responding to a 1996 estimate. Victor (age seven) the topic seemed to be written for young their own interests, some again deter- expressed similar dissatisfaction when children. Again, the level of information mined for themselves that they needed he learned that the information dealing youngsters require has received scant an illustration. For several, this arose with the television program, Blue Peter, attention in existing projects devoted from a belief that such material provided provided by the BBC’s teletext service to their information needs, although the most appropriate form for the infor- Ceefax, did not relate to the latest edition. Minudri, Callaghan, and Fourie note its mation they desired. Vicky (age nine) “I get annoyed when it just talks about importance in terms of school-related considered that the best way of learn- last week’s and doesn’t do this week’s,” he subject information, and Lyons et al. ing about “how people see” would be admitted. In both cases the boys assumed and Wallace and Kupperman highlight it to locate a diagram showing the pro- up-to-date information would be pro- within the context of material found on cess, and Rod (age eight), who wanted to vided. Like many variables emerging in the Web.20 know “what UFOs are like,” believed that the project, the issue of the currency of a picture would be most useful. Others the material required has been given little Accuracy sought information not for understand- attention in most studies of young peo- ing but for a future practical activity. Rick ple’s information needs, but the matter is Only Wendy (age nine) stipulated that (age twelve) wanted pictures relating to raised by Callaghan and Meyers.18 Hirsh’s the information she sought must be the television program Pokemon in order study of “relevance criteria” adopted by accurate. In all other cases accuracy, to make his own Pokemon cards, whilst teenage users of electronic materials also like currency, seemed to be assumed. Kylie (age nine), a talented artist, sought offers further insight into the importance Wendy’s understanding of accuracy, pictures of animals as stimuli for her of this factor. Hirsch explains how some however, was rudimentary. To her, infor- own drawing work. The importance of of her participants selected a particular mation was either correct or wrong. She form as a criterion of information need resource specifically because its material showed no understanding of either a is discussed by Callaghan.21 was more up-to-date than that offered middle ground or the concept of bias. elsewhere. 19 Once more, the importance of accuracy Amount as a factor in relation to the information By its very nature, some information needs of youngsters has scarcely been Believed by Callaghan and Wallace and desired by youngsters had to be up-to- addressed in past work. Kupperman to be an important factor date—the latest sports results and team pertaining to information needs, the issue news, consumer information dealing Form of amount needed was introduced by two with new computer games, details of informants with contrasting attitudes, presently erupting volcanoes, current Few youngsters specified that the de- both related to answering an essay ques- affairs, reports of innovations in infor- sired information should take a particu- tion.22 Marcus (age eighteen) indicated mation technology, and stories breaking lar form but where such a stipulation was needing “enough information to be able to in Germany and the financial world. made, pictures were usually indicated. answer the question properly.” His judg- Unless otherwise stated, the informants ment of what constituted sufficient mate- Level assumed that the information they rial was largely a qualitative assessment found via computers and books would that “by going any deeper and getting any This dimension embraces both concep- be textual. In some instances young- more, I’m going off the point.” Marcus’s tual complexity and (if the material is sters sought information of a certain opinion on the amount required to satisfy

24 Summer/Fall 2005 • Children and Libraries Information Needs his need was thus formed during interac- motivation to seek information was lower Peter (Victor, again). Sometimes the need tion with sources. Several youngsters in when presented with optional academic disappeared when the source ceased Limberg’s study took a similar approach.23 work than when the task was compul- to be available. Zoe (age fourteen) had A contrasting view, in which the amount sory. Emily reported one particular occa- attended a range of afterschool clubs to believed necessary was driven by quan- sion when she undertook optional work increase her skills in many areas where titative requirements, was held by Wayne simply because “I had nothing better to she had a passing interest but when the (age eighteen), who considered that he do.” Eileen (age seventeen) had a similar clubs ceased to take place, Zoe made no needed “enough information to give me attitude. Nevertheless, even when work attempt to look elsewhere. two thousand words,” the stipulated was obligatory, the motivation of some length of his essay. Despite their differ- youngsters varied from task to task. Corey ences, the attitudes of Marcus and Wayne (age eight), for example, was less inclined The end product both support Fourie’s argument that the to seek information for school when it nature of the task is critical to the amount was not required for written work. Nature of information needed.24 The way in which Gillian categorized her Youngsters seeking subject informa- information needs into those for school tion for school had usually been asked The user’s situation and those that were associated with her to produce some form of end product. own purposes echoes a similar divi- Consideration of its nature leads to per- Novelty of information sion made by Gross, who distinguishes haps the most tangible answer that may between imposed and self-generated be given to Choo’s question, “What does Three varieties of subject information queries.25 In the former, the inquirer acts your problem look like?”26 He asserts that were required: on an imposition made by a party exter- this matter must be addressed if a proper nal to the searcher, such as a teacher who understanding of the information need ■ New. The youngster had no prelimi- has set a homework assignment, whilst is to be gained. End products took vari- nary knowledge of the topic and any in the latter the youngster addresses his ous forms, including the completion of information on it was welcomed; or her own concerns. word searches, answers to quick reference and more open-ended questions, ■ Extension. Informants sought more Source-dependent needs also emerged. essays, reports, portfolios, talks, role- detail about areas that were familiar These developed in relation to subject plays, and artifacts. Usually, these prod- to them and about which they already areas not because the youngster was espe- ucts were to be submitted to the teacher had some information; and cially interested in the topic or motivated by a deadline and formally assessed. An by external pressure, but rather because exception was the scrapbook of stories ■ Complementary. Some informants a source known to provide information relating to Germany that was kept by identified aspect gaps in their exist- on a particular area of passing interest Eileen (age seventeen). Although assem- ing information or knowledge relating was readily available. Dominic (age nine) bled on the instructions of her teacher, to a particular area and sought to plug relished reading his grandmother’s books it served merely to increase her under- these. on the Romans; Norman (age thirteen) standing of life in the country she was enjoyed listening to his grandfather’s true studying and was not marked. Information of the last two types was stories of World War II, which the old man often required by youngsters who had remembered from his youth; Sandra (age While most youngsters seeking infor- been given opportunities during lessons eleven) was interested in following her mation out of personal interest simply to use resources at school, such as text- uncle’s singing career in Australia via the wanted to know more about the subject, books or the Internet, or had their own Internet; Kirsty (age thirteen) watched others prepared their own information class notes. The information that these animal programs on television. The books. During each summer holiday, youngsters obtained during their work at youngsters were not sufficiently enthu- Cathy (age eleven) produced a book on school, however, was insufficient to meet siastic about the subjects in any of these a particular animal, and Malcolm (age the requirements of their assignment. incidences to investigate them in addi- eleven) created work devoted to different Indeed, Joy (age seventeen) asserted that tional ways and would not have sought countries for his own amusement. Other work in class “only covered part of what other sources had the information not youngsters sought information that was you need” in many instances. been available from their favored provid- necessary for another pleasurable activ- ers. Some information needs relating to ity. Kylie (age nine) sought artwork—she Prioritization and motivation the content of television shows emerged wanted pictures of animals that she in response to cues during or after the would then draw. Several youngsters believed that, generi- program. Such information was sought cally, needs of some types were more through teletext in relation to cooking Contribution of information element important than others. Gillian (age ten) programs, specifically “what you need, felt needs relating to her own interest to the full recipe, and how you do it” (Victor The role of information required for a be “less important” than those for school, [age seven]) and activities discussed on written school assignment fell into one and Emily (age fifteen) described how her the children’s magazine program Blue of three categories:

Summer/Fall 2005 • Children and Libraries 25 Information Needs ■ ■ Re-presentation. Many first- and subject information was needed for the the amount of material that is appro- middle-schoolers needed informa- individual’s interest or for homework, priate; tion they could copy or paraphrase youngsters were content to find a source in order to answer given questions or that provided them with the information ■ how far the information pertains to write about a particular topic. Project they wanted when they desired it. No a topic entirely new to youngsters, work often involved the re-presenta- memorization was necessary. extends what they know, or completion of information in both textual and ments it by filling in blanks within pictorial forms. The need for informa- their knowledge; tion for this purpose was rare among Conclusions high-schoolers, although a few situa- ■ the motivation of youngsters and the tions emerged. The scrapbook of sto- It is inadequate to investigate youngsters’ priority they attach to a particular ries about Germany kept by Eileen information needs purely in terms of the need; (age seventeen), for example, involved subjects of the desired information and merely the recording of stories. the purposes for which the material is ■ the nature of the end product to be required. There is an increasing realiza- prepared; ■ Use for analysis. Many high-schoolers tion that an array of other factors must required information to answer essay also be considered if a more multi-dimen- ■ the contribution that the desired questions dealing with cause and sional picture of information needs is to information makes to the end prod- effect relationships or the importance be gained. The study forming the subject uct; and of a particular factor in terms of a cer- of this paper has revealed such variables tain event. to emerge in relation to: ■ whether the information is to be memorized or if it is sufficient simply ■ Integration in creative writing. In ■ the manner in which the need is ini- for it to be available in a source that this, the least common of the three tially represented; may be consulted on demand. categories, youngsters were asked to write, from their own perspective, an ■ the specificity of the purpose for Perhaps the most striking overall pattern imaginary account of an event, the which the information is needed; in these criteria lies in the way that infor- detail of which was expected to have mation needs and information-seeking a factual basis. Here youngsters were ■ the extent to which youngsters can behavior frequently appeared to be inex- required to “personalize” the work define the totality of their need before tricably intertwined. This was particularly in the manner described by Gross.27 seeking information; evident in the phenomenon of the source- Maureen, Linda, and Clint (all age dependent need, where some information twelve) explained how, in the “Hajj ■ the degree to which the overall topic needs emerged only during information- Diaries” that they were writing for reli- changes during the information- seeking activity and how several informa- gious education, they were to imagine seeking process; tion needs changed entirely as a result undertaking an Islamic pilgrimage to of such action. Furthermore, in some Mecca and needed information in ■ the frequency with which informa- instances, it was not until initial informa- order to provide their account with tion on a particular matter is needed; tion-seeking work resulted in informa- authenticity. tion that was somehow unsuitable for the ■ the way the need is terminated; inquirers’ purposes that their true needs This work is comparable to that of the became apparent, especially with regard role-play on drug usage devised by Emily ■ the urgency with which information to the material’s currency and level. (age fifteen). The storyline was again is required; fictitious but the detail was to have a factual grounding. ■ the precision of the subject on which Implications for practice information is desired; Required accessibility of information Not all the situational variables add-ressed ■ whether highly up-to-date informa- here emerged as factors in every instance Just as the nature of the end product tion is necessary; of information need described by the directly affected the use to which the informants. Clearly, the initial challenge information was to be put, this factor ■ the required information’s levels of for information professionals who con- also determined the manner in which conceptual complexity and linguistic duct reference interviews with youngsters the material must be available at the readability; lies in developing a questioning method ultimate point of need. Information that is not based around a series of pre- was required for “in the head” storage ■ the degree of accuracy necessary conceived areas but rather one that allows when it had to be applied in tests and within the information sought; them to draw out the young patrons’ real examinations, as well as when young- concerns regarding the information they sters were looking to develop particu- ■ the form the information should seek, beyond the obvious matters of its lar skills. However, in most cases where take; subject and purpose.

26 Summer/Fall 2005 • Children and Libraries Information Needs A neutral questioning strategy, reminis- Strategies and Levels of Young in the Classroom,” Educational cent of that advocated by Dervin and People’s Information Needs (Sydney: Communication and Technology Dewdney as far back as the mid-1980s, National Youth Affairs Research Journal 34, no. 4 (1986): 207–22; may be highly appropriate for giving Scheme, 1989): 1. Linda de Lyon Friel, “The reasonable ownership of the dialogue 3. Chun Wei Choo, “Closing the Information Research Process with to the youngsters and enabling them to Cognitive Gaps: How People Low-achieving Freshmen Using express the true characteristics of the Process Information,” Financial Kuhlthau’s Six-stage Model and information they want. 28 As Dervin and Times: Mastering Information the Interventions That Facilitate Dewdney indicate, however, once staff Management, eds. Donald A. the Process” (doctoral dissertation, members gain satisfactory knowledge of Marchand, Thomas H. Davenport, Univ. of Massachusetts Lowell, the material being sought, the fact that and Tim Dickson (London: 1995); David J. Lyons et al., An they now know the information must Financial Times/Prentice Hall, Investigation of the Use of the World satisfy several criteria means that it may 2000): 245–53. Wide Web for Online Inquiry in a be difficult or time-consuming to find, 4. David Nicholas, Assessing Science Classroom (paper presented thereby placing an added burden on Information Needs: Tools, at the annual meeting of the the professionals. Furthermore, with the Techniques, and Concepts for the National Association for Research findings of the study revealing that in Internet Age, 2nd ed. (London: Aslib, in Science Teaching, Oak Brook, Ill., some cases, the youngsters developed a 2000): 8. 1997). proper appreciation of the nature of their 5. Brenda Dervin et al., The 14. Denise E. Agosto, “Bounded needs only when the first material that Development of Strategies for Rationality and Satisficing in Young they consulted proved to be unsatisfac- Dealing with the Information Needs People’s Web-based Decision tory, the importance of the information of Urban Residents, Phase One: Making,” Journal of the American professional maintaining an open dialog The Citizen Study, final report of Society for Information Science and with the inquirer even after sources have Project L0035J to the U.S. Office of Technology 53, no. 1 (2002): 16–27. been presented is firmly underscored. & Education (Seattle, Wash.: School 15. Ibid. of Communications, Univ. of 16. Robert S. Taylor, “Information Washington, 1976). Use Environments,” Progress in References 6. Great Britain, Department Communication Sciences: Volume for Education, The National X, eds. Brenda Dervin and Melvin 1. Regina Minudri, “Library and Curriculum (London: HMSO, 1995). J. Voigt (Norwood: Ablex, 1991): Information Services for Young 7. Barney G. Glaser and Anselm L. 217–55; Carol Collier Kuhlthau, Adults and Students,” in Library and Strauss, The Discovery of Grounded “Developing a Model of the Library Information Service Needs of the Theory: Strategies for Qualitative Search Process: Cognitive and Nation: Proceedings of a Conference Research (Hawthorne, N.Y.: Aldine, Affective Aspects,” RQ 28, no. 2 on the Needs of Occupational, 1967). (1988): 232–42. Ethnic, and Other Groups in 8. Maurice B. Line, “Draft Definitions: 17. Bonnie B. Armbruster and James O. the United States, ed. by Carlos Information and Library Needs, Armstrong, Locating Information A. Cuadra and Marcia J. Bates Wants, Demands and Uses,” Aslib in Text: A Focus on Children in the (Washington, D.C.: U.S. Govt. Print. Proceedings 26, no. 2 (1974): 87. Elementary School Grades (Illinois: Off., 1974): 155–61; Bonnie Gratch, 9. Nicholas J. Belkin, “Anomalous Center for the Study of Reading, Central Library Young Adult Project, States of Knowledge as a Basis for College of Education, Univ. of final report of the Pioneer Library Information Retrieval,” Canadian Illinois, 1992). System, LSCA no. 78–19 (Rochester, Journal of Information Science 5 18. Linda Ward Callaghan, “Children’s N.Y.: Rochester Public Library, (May 1980): 133–43. Questions: Reference Interviews 1978); Virginia A. Walter, “The 10. N. J. Belkin, R. N. Oddy, and with the Young,” Reference Librarian Information Needs of Children,” H. M. Brooks, “ASK for Information 7/8 (1983): 55–65; Elaine Meyers, Advances in Librarianship 18, Retrieval: Part I: Background and “The Coolness Factor: Ten Libraries (1994): 111–29; Kathy Latrobe Theory,” Journal of Documentation Listen to Youth,” American Libraries and W. Michael Havener, “The 38 (1982): 61–71. 30, no. 10 (1999): 42–45. Information-seeking Behavior of 11. Ann Irving, Study and Information 19. Sandra G. Hirsh, “Children’s High School Honors Students: An Skills Across the Curriculum Relevance Criteria and Information Exploratory Study,” Journal of Youth (London: Heinemann, 1985). Seeking on Electronic Resources,” Services in Libraries 10, no. 2 (1997): 12. Robert S. Taylor, “Question- Journal of the American Society 188–200; Shenton and Dixon, “Just negotiation and Information for Information Science 50, no. 14 What Do They Want? What Do They Seeking in Libraries,” College and (1999): 1265–83. Need?” 36–42. Research Libraries 29, no. 3 (1968): 20. Minudri, “Library and Information 2. DOMensions Consulting Party Ltd., 178–94. Services for Young Adults and Information Services for Young 13. Susan Tyler Eastman, “A Qualitative Students,” 155–61; Callaghan, People: Information Provision Study of Computers and Printouts “Children’s Questions,” 55–65;

Summer/Fall 2005 • Children and Libraries 27 Information Needs Jacqueline A. Fourie, “Pupils as Curricular Information Seekers ★�� and the Role of the Public Library,” South African Journal of Library �� and Information Science 63, no. �� 3 (1995): 129–38; Lyons et al., An Investigation of the Use of the World Wide Web for Online Inquiry in a Science Classroom; Raven Wallace and Jeff Kupperman, Online Search in the Science Classroom: Beneﬁts and Possibilities (Paper presented at the annual meeting of the American Educational Research Association, Chicago, 1997). 21. Callaghan, “Children’s Questions,” 55–65. 22. Ibid.; Wallace and Kupperman, On- line Search in the Science Classroom: Beneﬁts and Possibilities. 23. Louise Limberg, “Experiencing Information Seeking and Learning: �� A Study of the Interaction between �� Two Phenomena,” Information �� Research 5, no. 1 (1999). Accessed Oct. 9, 2004, http://informationr. �� net/ir/5-1/paper68.html. �� 24. Fourie, “Pupils as Curricular Information Seekers and the Role of the Public Library,” 129–38. 25. Melissa Rasmussen Gross, �� “Imposed Queries in the School �� Library Media Center: A Descriptive Study” (Doctoral diss., Univ. of California). 26. Choo, “Closing the Cognitive Gaps,” �� 247. �� 27. Gross, “The Imposed Query and Information Services for Children,” �� Journal of Youth Services in Libraries �� 13, no. 2 (2000): 10–17. �� 28. Brenda Dervin and Patricia �� Dewdney, “Neutral Questioning: �� A New Approach to the Reference �� Interview,” RQ 25, no. 4 (1986): 506–13. �� Prices and availability are subject to change without notice. P rices higher in Canada.

��

28 Summer/Fall 2005 • Children and Libraries “Forty Hundred Books” A Single Mother’s Year with the Newbery

Heather McNeil

January 16, 2005 to helpless tears of laughter as she told tales of their childhood. She introduced me to avocados, s I begin writing this took me on shopping trips in article, I am looking the ritzy Cherry Creek shops of out from my twenty- A Denver, and died much too early fifth floor hotel room at the from cancer. But she lived long night that is Boston. There enough to know that I was on my are no stars, but the lights way toward completing a mas- of buildings glitter, remind- ter’s degree in library science, ing me of the book that will so she gave me the acrylic cube be announced to the world of illustrations and photographs tomorrow as the Newbery that was the table gift for each Award winner of 2005—Kira- audience member at that 1971 Kira by Cynthia Kadohata. banquet. Her eyes shone as she told me about that enchanted The book is a tiny gem, filled Heather McNeil and her daughter, Jamie. evening. I still have the cube. with love and family and sparkles of humor amid grief and loss. Its brevity is a camouflage for the strength within. I 1977 think about that tiny package and compare its diminutive size to the tremendous responsibility that has been mine for a year. And As a library science student, I began my journey through the I look back and reflect . . . world of Newbery books. I kept notes on 3" x 5" cards and filed them in a small gray metal box. There were so many I loved: The Past: June 1971 Mrs. Frisby and the Rats of NIMH, King of the Wind, The High King, and, of course, A Wrinkle in Time. There were a few that never attached to my heart, most notably Caddie Woodlawn. The night that Betsy Byars received the Newbery Award for My opinion frequently shocks other readers who loved it. Summer of the Swans, my aunt Georgia was in the audience. She was twice the recipient of the John Cotton Dana Award and creator of The Spellspinners, a roving troupe of storytellers in Sheridan, Wyoming. She was a librarian extraordinaire. Heather McNeil is Youth Services Manager at Deschutes Public She was also my fashion idol with her silk scarves and purple Library System in Bend, Oregon. accents. She was the only person I’ve seen reduce my mother

Summer/Fall 2005 • Children and Libraries 29 “Forty Hundred Books” During my twenty-something years as a After I gasp and stutter all my reserva- know . . . ” I respond with completely pro- children’s librarian, I continued the jour- tions about being able to find the time fessional behavior. I run screaming out of ney of the Newbery, reading the winners while also working as youth services my office to announce to the world, “I’m and attending a few of the banquets, coordinator and branch comanager, plus on the Newbery Committee!” I have yet to which are always impressive with their being a single parent, MaryKay simply erase that message on my telephone. formal beauty and memorable speeches. says, “Heather, it’s the NEW-BER-Y.” She I assisted many students who were carefully emphasizes each syllable of assigned to “read a Newbery” in select- that important word, and I know exactly June 2003 ing the one that is most appropriate for what she is saying to me. their ages and interests, knowing that I receive a handwritten letter from Susan Newbery books vary widely as to their “Hello! This is only the greatest honor of Faust, the 2005 Newbery Committee intended audience. I must also admit your library career. Are you brain-dead?” chair. It’s official. I’m in. This personal that I never—not once, not ever—cor- welcome is indicative of the great care rectly predicted the winner before it was Still I hesitate, and for one very good Susan will give to all of us during our year announced. I, like many other librari- reason. Four years earlier, I became a of work together. She will prove to be an ans, occasionally responded with, “What middle-aged single mother when I excellent communicator and an efficient were they thinking?” when my personal adopted my daughter, Jamie, from leader. Above all, her skill at making each favorite failed to be selected. I will never ask that question again. We survive on too much junk food and not enough sleep. It is rewarding, The Present: Fall 2002 exhausting, exhilarating, and thrilling. I have many library tasks on my mind when I answer the phone in my office that fall morning and hear the warm, Vietnam. I knew that I would have to set of us feel important and respected will cheery voice of MaryKay Dahlgreen, different priorities and limits and occa- gently guide us toward consensus rather youth services consultant for the Oregon sionally say no. I thought that meant than division. State Library. We chat about her upcom- giving up things such as traveling to ing responsibility on the 2004 Caldecott tropical islands, dining out for long Committee . . . and then she changes hours of wine and laughter with friends, July to December 2003 my life. and buying unnecessary but ever-so- adorable shoes. I spend the next several months familiar- “Heather, I’m on the nominating com- izing myself with the meticulous process mittee and want to know if you would But now I know the realities of parenting that ALSC has created, as well as read- consider running for the 2005 Newbery and making choices. When will I find time ing books about evaluating and review- Committee.” to study more than four hundred books ing children’s books. I am beginning to and still find time to play with Jamie, consider how incredibly difficult it must Silence. In fact, from the outside, I believe help her with homework, attend school be for fifteen people, with strong voices it is a rather long silence. But inside my functions, and maintain our house? How and opinions, to select one winner and brain it is extremely noisy with all of the would I balance my responsibilities? And a few honor books. I am beginning to simultaneous and conflicting thoughts: how would I ever stay awake long enough think about where I will keep all the each night to read? books. Each time I walk into a book- ■ Oh, my gawd! store or my daughter’s school library Despite my concerns, I say yes. and see Newbery books on display, I ■ So many books, so little time! glow inside with anticipation and appre- hension. But I am also well aware of ■ Wouldn’t Aunt Georgia love this? May 1, 2003 the fact that my daughter is at an age that requires my constant supervision, ■ Oh, my gawd! Time passes. I convince myself that just focused communication, and frequent being nominated is an honor, and if I’m transportation. How will I provide that ■ This is wonderful! not elected then I will simply breathe a while accomplishing what needs to get sigh of relief for all the hours that won’t done for the Newbery? How will I be ■ This is impossible! have to be spent reading. Then one May able to find a location or time to read day, I return to my office, check my voice- without the interruptions of, “Mommy, ■ Oh, my gawd! mail, and hear “Heather, this is Linda will you fix this for me? Mommy, look at Mays with the Association for Library this. Mommy, watch me! Mommy, can I ■ What about my daughter? Service to Children. I am calling to let you have a snack? Mommy, let’s play.” Most

30 Summer/Fall 2005 • Children and Libraries “Forty Hundred Books” importantly, how will I give her what she think I might land, book in hand. As I “the magic bed” (fold-out couch), and needs to assure her that I love her just as read I jot pages, quotes, and thoughts I am given hours and hours of uninter- much during the Newbery as before the on the yellow squares, then type those rupted time to read books and record Newbery? later onto a computer template when I notes. Grandmother and granddaughter finish a book. The pages are then filed in color, make paper dolls, watch movies, a notebook, along with reviews. and create stories with My Little Ponies January 2004 while I focus my thoughts and am able But the note pads often disappear. Then to read during daylight hours. It is such The ALA Midwinter Meeting is held I have to hunt, mumbling, “I could have a gift! I am grateful for this generous in warm San Diego. Unfortunately, an sworn I left a pad by my chair . . . ” I seventy-nine-year-old grandmother who uncharacteristic ice storm shuts down attribute their disappearance to my own adores her only granddaughter. They are the Portland airport for two days, and I tendency to be absent-minded when I building memories that will never be for- cannot get out of Oregon. I have to miss am multi-multi-multitasking. gotten. Whenever I return for Jamie the this opportunity to meet my fellow read- next day, she greets me with black spar- ers and pick up galleys from publishers It was during the spring that I first read kly eyes and an announcement of what to get a head start. I feel I am already each of the four titles that we eventually was accomplished. “We made cookies! behind. chose to award gold and silver med- Are you done with the Newbery yet?” als. I did not know they would be the ones, of course, but I clearly remember February 2004 being swept away with Gary Schmidt’s June 2004 sea breeze in Lizzie Bright and the The first book arrives! I look at the mail- Buckminster Boy; feeling as if I was at ALA meets in hot, humid Orlando for its ing label with my name on the first line the Lincoln Memorial on April 9, 1939, Annual Conference. Thousands of librar- and “Newbery Committee” on the sec- thanks to Russell Freedman’s elegant ians scatter like cockroaches, trying to ond line. I am amazed and thrilled, and I biography of Marian Anderson, The Voice find the right meeting in the right hotel. can hardly wait for more. That Challenged a Nation; and gasping Our committee meets for a few hours to with surprise when I read, “Done,” the practice discussion. Susan meticulously last word in Gennifer Choldenko’s novel, reminds us of the criteria we are to be March 2004 Al Capone Does My Shirts. And I was considering, and the air crackles with haunted by the image in Kira-Kira of our eagerness to get started. It is a suc- Books continue to trickle in. I eagerly Mother and Katie carrying Lynne outside cessful meeting, giving us a delicious welcome each one and add it to the on a sheet so she could look up at the teasing taste of what lies ahead during slowly growing collection on shelves in glittering stars. the true discussion in January 2005. my office. I am able to keep up with the reading, and I think, “This isn’t so bad.” Jamie turns six this month, and I knock While I’m at the conference, my mother myself out with a fairy party for seven and a nanny care for Jamie. Each evening girls that involves making wings and when I call, we play our “I love you more April 2004 crowns, throwing fairy dust in the grass than . . .” game. “I love you more than to make wishes, and turning each other dark chocolate,” I begin. “I love you more The trickle is now a flood. into toads with magic wands. They have than ice cream,” says Jamie. “I love you a wonderful time, I am exhausted, and more than the ocean,” I respond, and Books in my ofﬁce, books at home. there is glitter everywhere. Kira-Kira. she triumphantly trumps me with, “I love you more than Bobby!” I am deeply Books with other books, and books touched. Bobby is her precious, worn- alone. May 2004 out pink blanket, more holes than fibers, and I know how much it means for her Books where I eat, and books by my The Newbery notebooks are getting fat- to even say these words. We miss each bed. ter, and the tension is building in direct other greatly for we are so very much relation to the number of books I receive each other’s world. Books I enjoy, books that I dread. each day. Steve, who works in the mail- room and delivers the boxes to my office, At Annual Conference, I attend the Books here, books there, is not always welcomed with joy. Newbery/Caldecott Banquet. Although I have had many “wow!” moments over Newbery books are everywhere! Sometime in May my mother, who was the past six months, this is when it really a school librarian and also the world’s becomes, “WOW!” I listen to the gracious And it’s only April. most supportive and understanding words from Kate DiCamillo and Mordicai mother, begins inviting Jamie over to Gerstein, and I fully realize that our com- The other thing everywhere is a pad of her house, the Rose Cottage, for occa- mittee, like all the others since 1922, will sticky notes. I leave them wherever I sional overnight stays. Jamie sleeps in be making literary history when we care-

Summer/Fall 2005 • Children and Libraries 31 “Forty Hundred Books” fully and wisely select the one book that hurt or confused, she takes it out on me. The longer the reading, the longer his is “the most distinguished contribution I am always one phase behind in my body stretches until his hind toes are at to children’s literature of 2004.” It is a parenting skills, and it takes me a while the tops of my thighs and his front toes magical evening, from Gerstein’s lovely to figure out what’s going on. reach my ankles. Together we listen to and whimsical programs to the beauti- classical music while I r--- (you can fill ful gowns that shimmer in the ballroom. Gradually she begins to relax, occasion- in the blanks). And I ask myself the all-important ques- ally willing to answer my questions about tion: what will I wear for our banquet her day, and, with her teacher’s coach- On weekends, I double the exercise, clean next year in Chicago? ing, trusting me to help with homework. house, grocery shop, try to do something But I know the social part of school will fun with Jamie . . . and read. never be easy for my daughter, and I, July 2004 like most parents, wish that being a loving parent means guaranteed happiness October 2004 Jamie and I pack up our Toyota High- for my child. What it does mean is that ander and head for Colorado, where I our heart is either bursting with pride or I am startled away from my late-night worked for almost twenty-five years and breaking with love. reading when Jamie dances into the liv- where we will attend the Vietnamese ing room, too excited to sleep. In science Heritage Camp in the Rockies. I am Amid the anxiety of this adjustment, the that day, she learned about the sun, allowing myself a true vacation, knowing Newbery continues. I read whenever and the planets, and all that merry-go-round there will be no time to read. We have wherever I can stop moving. While Jamie spinning that goes on in the sky. an absolutely wonderful time, enjoying is at ballet practice, I read in the darkened the diverse scenery of four states, tak- hallway, a tiny night-light clipped to the “I’ll show you!” she offers, and runs ing a side trip to the Arches National top of the book. Rather than visiting with across the room to grab a yellow sticky Monument and visiting all my friends parents, I read in the car while Jamie is pad. “Pretend this is the sun.” She draws and fellow storytellers. The camp is a screaming and running with twenty-five a circle. “And this is the earth.” She draws celebration of Jamie’s rich cultural heri- other girls and boys for a classmate’s a smaller circle. “And here’s the moon.” tage with other adoptive families and birthday party at the gymnastics club. I Another circle, even smaller. “And they’re Vietnamese counselors. Jamie is a self- read during breakfast while Jamie is still all moving, Mommy, but they don’t crash sufficient and satisfied traveler, for she asleep. I do a first “reading” of two books into each other and we don’t get dizzy. has me with her 24/7. For fourteen by listening to them on tape while doing Isn’t that amazing?” I agree with her that lovely mother-daughter days, there is no my early morning treadmill exercise and it is truly amazing. Newbery. while taking a long road trip to the other side of Oregon to teach storytelling. Then she says, “Tomorrow we’re going to learn about gravel.” Long pause. August 2004 On weekends, for the first time, I resort She looks at me with questioning eyes. to using a video as a babysitter for Jamie “Gravel?” she repeats. “Do you mean I return to work, still on a Rocky Mountain so I can read. “Don’t you want to watch gravity?” I ask. “Yes, that’s it! Gravity!” We high. I open the door to my office; all I see Aladdin (two hours long) rather than continue to talk about how amazing all are boxes. Big and heavy boxes and many My Little Pony: Dancing in the Clouds?” this is as she continues to draw the entire large and heavy envelopes. They all have (Twenty minutes long.) I wonder if the universe on pages of sticky notes. labels with “Newbery Committee” on literacy police will be banging on my them. I want to be thrilled; mostly I am door. Suddenly, I realize the answer to my panicked. mystery of missing pads. “Jamie, have We establish a routine. Monday through you been using the yellow note pads for Friday I am up at 6 a.m., exercise, dress, drawing other pictures?” She has, and September 2004 eat, and am ready for work by 7:30. The they are squirreled away in various draw- nanny arrives, gets Jamie dressed and ers with craft supplies and drawings of Jamie begins first grade. It is a huge fed, and takes her to school at 8:45. I pick horses, family, and more horses. I ask her adjustment. She comes home each day up Jamie at 3:30 p.m. We have a snack, I to leave the sticky pads for me, remind- cranky and exhausted. I am amazed at help her with homework, she plays, I fix ing her that she has many other note all of the social wars that are already dinner, we eat, I read stories to her, I get pads and drawing books. She is satisfied, occurring in her young life, based on the her to bed, I read. I read as long as my and the earth keeps right on spinning. never-ending power of recess. Jamie is eyes will focus, and it’s almost always in a shy observer, often fascinated by the the big blue chair. Soft, comfortable, well Autumn approaches. Golden aspen outrageous behavior of the class clowns molded to the contours that are me, I leaves are increasing in depth on my and rebels. She wants friends but is not settle between its welcoming arms. lawn (no time to rake) and so are the yet secure in how to be one. She is also questions related to facts and eligibility very aware that her skin, hair color, and My cat, Oreo, leaps onto my lap and curls that are sent to our committee chair and petite size make her stand out. Often himself up for hours of contentment. then the entire committee. We research

32 Summer/Fall 2005 • Children and Libraries “Forty Hundred Books” such things as historical accuracy, lan- to me, but my heart is pumping so hard eightieth birthday. There is still everyday guage, oral tradition, and cited sources, I am convinced I am headed for a heart life, and our committee chair reminds us but we do not discuss the merits or attack. I ask my mother to spend the to celebrate. demerits of any titles. This meticulous night in case anything happens to me. process helps us focus our discussions She takes my blood pressure and it has For the first time, Jamie’s Christmas list at Midwinter. significantly plummeted. focuses on dolls. She was never interested in dolls, but this year she has dis- Sometimes, in the dark hours before As I am trying to describe the intense covered the American Girls. She chooses sleep, I feel the panic rising as I think beating of my heart, I realize that this Molly as her favorite (she loves her I have to know everything about every began soon after I started taking the braids and glasses), so we begin reading book. I remind myself that there are immune system booster, so I immedi- the books each night. I find them to be fourteen other members on the commit- ately quit. Within twenty-four hours, my quite well-written, and we quickly travel tee, creating a safety net for everyone. heart returns to normal, and I am a from the World War II-era of Molly, to We are all thinking, learning, and analyz- zombie. My body is so exhausted I can- the Depression times of Kit, to the pio- ing, and all that wisdom neer life of Kirsten. I am con- will come to the table in vinced she truly wants Molly Boston. I must also admit that I never—not and that this isn’t just a phase, so late one night, I order Molly Sometimes, though, my once—correctly predicted the winner and a few accessories on the mind is just too full. At Internet. least, that is the excuse before it was announced. I, like many I use for the embarrass- The day before we leave for ment of October. It is other librarians, occasionally responded Montana Jamie announces, 7:30 a.m. when I leave the with, “What were they thinking?” when “I don’t think I want Molly. I house. I finish discuss- might want Samantha.” ing the “Jamie details,” my personal favorite failed to be selected. with the nanny, then There are many things I have hurry into the garage, learned as a parent. I do not thinking of books read, consistently follow them, but books still to read, and, oh, yeah, my not move from the couch nor communi- I have learned them. One of those things job as library manager. I enter my car, cate intelligently. I can’t even read. Gasp! is, when it really, really matters, don’t push the garage door button, imme- I pitch the remainder of the pills but react. Luckily, this is one time I remem- diately back out my Highlander—and not before I look over the brochure that ber that, so I take a breath and remind completely demolish the garage door. explains the contents. Six different kinds her that since wish lists were already of mushrooms were giving me my own sent to Santa and family, it’s too late to be November 2004 little “trip.” making a change. I’ll risk the flu, thank you very much. It is a memorable Christmas, full of fam- Even more bizarre than the elections this ily love and traditions. Molly is a big month is my behavior. Neither Jamie nor hit. She is dressed and undressed, she I qualify for a flu shot, and I remember December 2004 sleeps each night on the floor beside clearly the horrible Christmas a year ago Jamie’s bed, and she rides in Jamie’s when my daughter, my mother, and I And now the fun really begins. I visit backpack during the trip home. My gift spent the entire vacation sick with real, a dozen schools to briefly explain the from Jamie is a jewel-encrusted treasure honest-to-goodness, lay-you-out-flat flu. process toward selecting the Newbery box she made in her art class. I think of I’m worried it will rear its ugly, germy winner, and I booktalk some of my favor- many years when I envied mothers who head again this year. That would mean ites. I do a three-hour workshop at the described handmade gifts from their I couldn’t read. Gasp! So I decide to try library for parents and teachers about children. Now the gold, red, and purple a holistic approach toward boosting my the Newbery. I reread many of the books box has a place of honor on my dresser immunity and visit a local health-food and discover that my notes from early and in my heart. store. I take only half the recommended in the year are absolutely useless—too dose, because I am easily susceptible to vague or too opinionated. So I take more most drugs, plus I am currently enjoying notes, gather reviews, do research, and January 2005 excellent health. stay up very late reorganizing my fat and heavy notebooks. In the midst of all this By now, almost every request from Two weeks later, I am a hyperactive, jit- comes Christmas. That means shopping, my daughter for my time or attention tery, finger-tapping, freaking-out mess. decorating (not much), and packing for a receives a response that begins with, I do not sleep for forty-eight hours. I week in Montana at my brother’s home. “After the Newbery.” One evening, I am cannot understand what is happening We will also be celebrating my mother’s stretched out on the couch reading,

Summer/Fall 2005 • Children and Libraries 33 “Forty Hundred Books” and she is entertaining herself at her The trip to Boston is uneventful. I read trol, thanks to my mother and the nanny, craft table. She quietly murmurs, and I constantly on the plane. Susan and I who’s doing the driving and the laundry. have learned to enjoy that gentle sound, arrive at approximately the same time so Jamie is quite happy because the medi- greatly appreciating her willingness to be we share a taxi to our hotel. We are both cine is pink and tastes like bubble gum. near me but not with me. giddy with relief over what is behind us But that night brings the worst. and the excitement of what lies ahead. Suddenly she is at my side. “Mommy, this I call home to say good night. Fifteen broke.” She shows me a red heart, about After unpacking and eating in my room minutes later, the phone rings. It is my four inches across, made of fuse beads (so I can read more), I call home. Jamie mother, and her voice is tense. “I need that were melted together by a hot iron. answers. for you to talk with Jamie. She is really “Hannah made it for me and it broke. Can quite uncomfortable with the pinkeye, you fix it?” Then, suddenly, she lowers “Hi, Mommy! I got sent home from plus she has a sinus infection. I’ve done her hands, bows her head, and mumbles, school today because I have a fever, and all I can do. But she wants to hear from “Oh, I know, after the Newbery.” pinkeye, and my throat hurts. Are you at you what should be done. She’s con- the Newbery?” vinced you will know what to do.” I pull the knife of guilt from my heart, get up from the couch, and immediately I am stunned. All my worrying about my A tiny whisper of a voice comes on the attempt to iron it back together. It doesn’t health, and Jamie is sick. I listen to her phone. “Mommy, my eye really hurts.” I work, but she’s OK with that. At least I tell me about how her eye hurts, there’s talk with Jamie and assure her that her tried, and it was before the Newbery! pus, and she’s going to the doctor in the grandmother is doing everything pos- morning, and I can’t believe I’m hearing sible. I send her my love over and over. At dinner one evening, a week before I this. All I want is to be there to wipe away I tell her how much I miss her over and am to leave for Boston, Jamie announces the “gucky stuff” and hold her close to over. And I say, over and over, how sorry to my mother, “My mommy has to read my heart that is breaking. I am that I am not there. ‘forty hundred’ books!” I laugh with delight, for not only is this a perfect The next day I spend in my hotel room, When I hang up I cry. For a very long description of the number of books I feel reading. I call home to find out about the time, in the darkness of my hotel room, like I’ve read, but I also notice that my doctor’s visit, and all seems under con- with the lights of Boston glittering below six-year-old daughter says it with pride. I am quite sure that part of the reason for that are the words my mother has The Future used to explain why I needed quiet time alone this year. My mother is proud, and People ask me if I would do it again. . . . In a heartbeat! But I am glad not to do Jamie has decided she will be, too. I am it for a while. I am enjoying reading adult books and putting them down when I deeply grateful for this, for it allows me want to. I am looking forward to reading the children’s books I choose to read, to remember what a great honor and not have to read. I will especially like not having to take notes, so I can immerse responsibility this is and how lucky I am myself in the sheer joy of being taken to other worlds through a book. to have such love to see me through.

Here is my advice to future committee members. The night before I leave I am forcing all my conflicting feelings into a tight place ■ Trust the process. It really, really works if you have a good chair and an open- that bulges with emotions. I don’t want minded committee. to leave Jamie, but I desperately want to be in Boston, talking about the books. I ■ Remember that you are part of a team. Everyone will help and work hard. know I need to be brave in front of my daughter, but all I want to do is hold ■ Take notes that pertain specifically to the criteria—plot, theme, setting, accu- her close and be assured that she will racy, and characterization. be okay.

■ Don’t confuse popularity or marketing with what is distinguished. Remember I tell Jamie that she is to write a list to look through the Newbery lens. while I’m gone. It is “The ATN List,” all the things we will do together After The ■ Pace yourself and avoid leaving extra duties for the last month. December is Newbery. I tell her I have recorded a rightfully filled with family, and there is only half of January. story for her to listen to each night and that there are letters from me for each ■ Open your garage door. night in the treasure box on my dresser. We are both holding back tears, and I ■ can tell she is trying very hard not to be Watch out for the mushrooms. frightened. So am I.

34 Summer/Fall 2005 • Children and Libraries “Forty Hundred Books” me, I cry. I am human, I am a mother, reading and three days of discussing. I’m Dear Jamie: and my little girl wants her mommy. proud that people will be led to discover the touching story of a loving and honor- Thank you for letting us borrow your At 8 a.m. the next morning, the com- able Japanese American family. mother for the Newbery Committee. mittee begins the work of choosing the She was absolutely wonderful! Now Newbery Award winner. have fun with your ATN list and with January 18, 2005 this bracelet too. DONE!”

January 14–16, 2005 The trip home is almost uneventful, So the year is done, and the earth keeps except that the computer in Boston mis- spinning. I thank all the glittering stars When we sit down at the table, Susan reads my reservation and processes my that came together in the right corner asks each of us to tell what we had luggage and me only as far as Portland. of the universe to give me this honor. I given up this year in order to handle all So in Portland I dash off the airplane, wonder if someday, when one of Jamie’s the reading—a clean house, magazines, claim my bags, haul them back upstairs teachers gives her the assignment of movies, the newspaper. I agree with all of to reticket them to Redmond, proceed reading a Newbery book, my daughter them, but I add, “play time with Jamie.” through security, then sprint down the will look back, remember the Newbery concourse to get on my plane that is now year, and say, “My mother read forty The rest of what we say behind our boarding. hundred books!” doors is forever confidential, but I will say there are agreements, disagree- It is, of course, absolutely breathtakingly I hope she says it with pride. & ments, moments of humor, and hours wonderful when Jamie is in my arms at of considerate, thorough, respectful, and 3:30 that afternoon. We simply won’t let honest discussion. Susan makes sure go of each other. She proudly shows me everyone is heard and helps us focus our the posters she and my mother made to Libraries Team Up thoughts when conflicting ideas are pre- welcome me home. “We are so proud sented. Everyone is well-prepared with of you!” “Yeah, Kira-Kira! Yeah, Lizzie for Tsunami Relief their reading, brave with their opinions, Bright!” We both especially like the one After the tsunami hit Asia last and respectful of the responsibility. We of Jamie with a bright pink eye, and a December, many librarians from the survive on too much junk food and not speech balloon that says, “I feel sick.” United States got involved. Here are enough sleep. It is rewarding, exhaust- Another is a picture of a horse (Jamie’s a few of the great ideas we’ve heard: ing, exhilarating, and thrilling. favorite animal) with the words, “I’m glad the Newbery’s over!” ■ The Douglas County Libraries in Committee member Thomas Barthel- Colorado donated all fines col- mess from Spokane, Washington A third just says, “I did miss you so lected in January to tusnami aid, reminds us that we are looking at these much.” She shows me the chocolate pep- totalling $4,167.08 in fines and books through a very particular lens. permint cake my mom made for my an additional $1,158.07 in dona- That Newbery lens focuses on the cri- return. And then she shows me the “After tions—$5,325.15 altogether. The teria of plot, theme, setting, accuracy of the Newbery” list. Here it is: libraries also served as donation information, and characterization. It is a points for the Red Cross. different lens from the My-Favorite-Book ■ Buy a bike bracelet. (The latest fad in lens or This-Author’s-Best-Book lens. It her school.) ■ Allen County Public Library in is what we have looked through all year Fort Wayne, Indiana created an long and what we’re looking through ■ Put tablecloth over table to make a interactive book display in its now as we come to consensus. tent. (We read about this in one of the children’s department, including American Girl books.) nonfiction books on earthquakes When the choice is made, and we gather and various countries affected by to write the press release, Susan goes ■ Make a story. (We’re going to write a the disaster. A bulletin board fea- around the table again and thanks each book together about her adoption, tured pictures from the Internet of us for our contributions. She embraces with my words and her illustrations.) of aid workers helping the needy us with her words, and we are all hon- and displaced. ored to have worked so hard together. ■ Tea party with Mrs. Ann, Mrs. Nelson, and Mrs. Cross (her teachers). ■ The International Board on Books for Young People (IBBY) collected January 17, 2005 ■ Snuggle. donations from its national sections to to help rebuild libraries The authors are called at 6:45 a.m. A week later, Jamie receives a package and purchase books in the coun- Eastern standard time, the announce- from Susan. Inside is a LiveStrong bike tries directly hit. ment is made at 9 a.m., and the world bracelet. Susan has written on the back of now knows the result of our year of an Al Capone Does My Shirts postcard:

Summer/Fall 2005 • Children and Libraries 35 Wonders and Miracles An Editor’s, Author’s, and Designer’s Publishing Odyssey

Dianne Hess

LEFT: The jacket art depicts Moses with the Ten Commandments and his brother Aaron, who is often depicted with sacred objects. This illustration is a twenty-first-century adap- tation of a 1734 German Haggadah, which echoes the design of the fron- tispiece of the Sulzbach Haggadah of 1711, which imitated the Amsterdam Haggadah of 1695. Ironically, the pictures from the Amsterdam Haggadah (which were copied and imitated more than any Haggadah in history) were illustrated by a Jewish con- vert who copied his illustration from a Christian source. Jacket art copyright 2004 by Bagram Ibatoulline.

36 Summer/Fall 2005 • Children and Libraries Wonders and Miracles

LEFT: The famous old spiritual, “Go Down Moses,” typically sung at the Seder, tells the story of Exodus. It directly links the African American experience with that of the Jews in Egypt. Painting by Jerry Pinkney from “Let My People Go” section of From Sea to Shining Sea (Scholastic, 1993). Used with permission of the artist.

Wonders and Miracles: A Passover killed in Auschwitz seven years before I peers in context of being stingy or having Companion by Eric Kimmel is the win- was born. No one mentioned my grand- a big nose. ner of the National Jewish Book Award. father had been released from Dachau It was recently named a Sydney Taylor before he and my grandmother fled to I wanted no part of that. So I hid my Honor Book, and Kimmel received the America. And even still, we have little or identity, and made no effort to discover Body of Work Award from the Sydney no information about the many mem- my roots until one day, by happen- Taylor Committee. bers of my mother’s family who silently stance, I wrote an English term paper on disappeared in Europe during the war. Adolf Hitler. Puzzle pieces came crash- or twenty-eight years, I’ve been ing down on me, and questions were editing books for children. And As a child in my safe, suburban neigh- suddenly raised. As time progressed, I Fwhile I love each and every book borhood of Rockville, Maryland (which went to school in New York, immersed I’ve had the good fortune and honor to was constructed in 1952), there was no myself in Jewish culture, and became work on, editing Wonders and Miracles: sign that world history had ever occurred obsessed with history. And most impor- A Passover Companion by Eric Kimmel, anywhere. I had enough trouble under- tant, I began asking my father questions. illustrated with art spanning three thou- standing the difference between My father, a self-taught scholar of Jewish sand years, has been one of the most Maryland and America (they had many history and a docent at the Holocaust challenging and satisfying experiences of the same letters), let alone the concept Museum in Washington, D.C., has an of my career. Not only because the mate- of Europe and Germany. But that didn’t amazing gift for memorizing facts and rial itself holds endless fascination for matter. It was all pretty irrelevant in our family lore. He has also been invaluable me, but also because the book has been sparkling-clean-Howdy-Doody-postwar in my mission to repair the shattered a landmark in my personal journey to world, where there was plenty to eat and spirits from my family’s past by discover- understanding my family’s past. everyone always smiled. ing the mysterious missing pieces.

I grew up in the South during the 1950s At school, I felt like a Martian. There Yet another big chunk of the puzzle and ’60s, in a family of German Jewish were no other Germans or Europeans appeared sixteen years ago. My sister mar- survivors of the Nazi occupation. In those that I was aware of and only a handful ried a German and moved to Nurenburg. days, it was not uncommon for survivors of Jews. I had no reason to be proud of For a long time, I was repelled at the to be silent about their experiences, and my heritage. My frame of reference was idea of entering the ghost-filled country my family was no exception. No one children imitating the cartoonish Nazi where the air smelled like death and hor- ever told me that two of my grandmoth- soldiers they’d seen on Hogan’s Heroes, ror. But when the wall went down in the er’s sisters and their husbands had been and my religion was discussed by my East, we couldn’t wait to go to Suhl, the town in the former East Germany where my grandmother’s family lived since the Dianne Hess is Executive Editor of Scholastic Press. Other Jewish-interest books she 1600s. There we discovered a rich cache has edited include Gershon’s Monster by Eric Kimmel, illustrated by Jon J. Muth; My of family history and evidence of German Guardian Angel by Sylvie Weil; and Miriam’s Cup by Fran Manushkin. She is also Jewish life in the days long before Hitler. the author of “Daughter of Abraham,” a short story that appears in a young-adult It was that bridge to the past that recon- collection called Soul Searching: Thirteen Stories about Faith and Belief, compiled by nected us to the homestead that was Lisa Rowe Fraustino (Simon & Schuster, 2002). so violently and stealthily torn from our family. A healing had begun.

Summer/Fall 2005 • Children and Libraries 37 Wonders and Miracles How does all of this discovery and family We were a part of a bigger history connect to my editing Wonders picture, of world culture, and Miracles? I suppose you could say with art and music and the material in this book dealing with writings that reflect our Jewish world history took my previous existence through time. experiences and vaulted them light-years This is where Wonders ahead in this journey. It connected me and Miracles led me—and not only to my own personal roots, but it the many other friends also opened the floodgates to my discov- and colleagues who have ery of Judeo-Christian history, world his- worked on it and read it. It tory, and human history. Beginning in a is our very own Mayflower. place where I was the only Jewish person Our Roots. Our past was and feeling the need to hide that— also no longer only about hard- coming from a family where no one ever ship. There was a profound talked about “what happened”—it was beauty and a romance that a huge revelation and source of pride to belonged to all of us. We discover Jewish literature and art from had unearthed the world all over the world from the past three that went far beyond the thousand years. familiar shtetls in Poland or Russia. The canvas of our ancestry Like our counterparts in the Christian had broadened. My only hope now is to world, we, too had illuminated manu- pass this great new puzzle piece along scripts in the medieval world. Our music to others in hopes that they, too, will reflected the music that was created in fill their own empty spaces with new every part of the world we lived in. We meaning. & were in Asia, Africa, and all over Europe.

Writing Wonders and Miracles Our discussions became heated and exciting.

Eric Kimmel The Seder becomes a ritual of beauty and meaning once you understand its parts and how they fit together. I’m often asked if writing Wonders and Miracles was a way This is what I set out to capture when I wrote Wonders of recapturing fond memories of childhood Seders at my and Miracles. My editor, Dianne Hess, and I worked closely parents’ house. Not exactly. The Seders of my childhood together on the project for five years. We shared the were interminable. Grandma insisted that everything had same goal—to create a beautiful book that would open to be done exactly the way they did it in the Old Country. the Seder to anyone who might ever attend one. There My father, who led the Seder, had no Jewish education would be something for everyone: children and adults, to speak of. He tried his best, but he read Hebrew with those with a great deal of prior knowledge, and those with difficulty and even the simplest blessings took a long little or none. We wanted a book that would include Jews time. My brother and I, bored out of our heads, amused from the whole spectrum of modern observance, as well ourselves by kicking each other under the table. Mother as non-Jews attending a Seder as guests. We also kept in hid out in the kitchen. mind Christians seeking to connect with their Jewish roots. The Last Supper may well have been a Passover Seder. Unfortunately, my experiences were not unusual. Many other people have shared their own similar family Seder The project succeeded beyond anything we could have stories with me. hoped for. As my brother said, “Dad could have used this book.” I was much older when I discovered that Passover didn’t have to be this way. Rabbi Eddie Feld, the Hillel director at Dianne and I hope families will make use of it at Passover, the University of Illinois, opened my eyes. Eddie explained and that its beautiful pages, illustrated with the art of things. He encouraged us to ask questions and he could thousands of years of Jewish history, will become stained answer them. Everyone at his Seders was a graduate with wine and dusted with matzo crumbs as the years student or a professor from a wide spectrum of disciplines. go by. &

38 Summer/Fall 2005 • Children and Libraries Wonders and Miracles

FAR LEFT: During the Seder, many periods of Jewish persecution are remembered: the slavery in Egypt, the Spanish Inquisition, and more recently, the Nazi Holocaust of World War II. This Haggadah commemorates the Egyptian enslavement through the metaphor of a concentration camp. (Munich Haggadah, Noar Halutzi Edition. Germany, 1948.) Photo courtesy of the Jewish Theological Seminary of New York.

MIDDLE: The conical hat, or the Judenhut (Jew’s hat), was worn by Jewish men to distinguish them from the rest of the population. It is thought that birds’ heads were used because it was forbidden for artists to depict the human face. (Bird’s-head Haggadah, Southern Germany, fourteenth century.) Photo courtesy of Israel Museum, Jerusalem/Kid’s Books, Chicago.

ABOVE: Miriam’s cup, the feminist counterpart to Elijah’s cup, is a modern Passover ritual that honors women at the Seder. This Miriam’s cup, titled “The Dance with Timbrels,” is by a contemporary American artist and is rich in symbolism. The chains and beads make music when they are moved, and woven textures remind us of Moses’ basket. Photo courtesy of Kathy Hart, Southborough, Massachusetts.

The Art of Wonders and Miracles Dianne Hess

One of the bigger challenges of editing the book was After a day poring through medieval Haggadot from Yale deciding how to illustrate it. We looked at different art University’s Beinike Library collection, I was overwhelmed styles. Should the book look medieval? Should it look by the amount of material. I also realized that I wasn’t modern? After all that goes into getting a text right, the always sure of what I was looking at. Medieval art has a look of a book can completely alter everything—for language of its own. For example, Jews could be easily better or for worse. identified by the conical hats they wore, or by the yellow circles they were made to wear on their jackets. I enlisted The answer came to me one night while listening to a Scholastic’s photo research department to help me gather professor of Italian medieval Jewish art from the University art and my professor friend to help with the interpretation. of Michigan give a lecture and slide presentation on Our odyssey was underway. Hundreds and hundreds of medieval Italian Haggadot, the prayer books used for pictures came in. We sifted through the ones we had, and the Passover service. I was astounded that such a thing led many a rigorous search through obscure places to existed. I decided right then to ask her if I could borrow find others. Two years later, when we were satisfied with her slides to use for a book. It was a perfect plan. The artists what we’d found, we cleared the rights and were on were all dead, it was all public domain, and we could our way. From the photo of Ramses II, who was the “Let have a book ready for the upcoming spring list! my people go” pharaoh; to medieval Haggadot from France, Spain, Italy, Denmark, and Germany; to a matzah But alas, things are never so easy. The slides were too light cover from India; to a Seder plate from Baghdad—the art and damaged and not suitable for reproduction. And we found was an endless source of revelation. & besides, she informed, me, I’d need to get permission from the museums that owned the many pieces of art.

Summer/Fall 2005 • Children and Libraries 39 Wonders and Miracles RIGHT: This unusual Haggadah picture shows women studying with men. It is possible that this may have been painted by a nun, who would have been accustomed to seeing women with books. (Damstadt Haggadah, Germany, fifteenth century.) Photo courtesy Darmstadt Technical University, Germany.

ABOVE: This white Star of David, shackled with a heavy chain and padlock, symbolized the struggle for religious freedom for the Soviet Jews. Photo courtesy of the Long Island Committee for Soviet Jewry, New York.

Designing the Book pages. The nonfiction pieces and the Haggadot sections Marijka Kostiw were set in wider single columns. To make the Haggadot sections easy to find (so the book could actually be used The challenge in designing this book was to make at the table to conduct a full Seder), we used a small somewhat intimidating material into a beautiful, exciting square iconic picture and a vertical border at the edge volume that was also intriguing and yet accessible to of the pages so readers could identify those sections people who may not have been familiar with the subject. quickly and easily. The varying elements in the book are There was an enormous amount of text, which contained also reinforced in the table of contents with use of color, many disparate elements, but it was important that the type size, and fonts. book have an open and inviting look. At the same time, each of the different elements needed to be easily Initial caps, calligraphy, ornaments, border edges, and the identifiable. We used facsimiles of medieval Haggadot use of color also served to guide the reader through the from various countries for our inspiration as to how the various sections of the book. The case cover was inspired book should look and for the essence of the layout. by a medieval French Haggadah. We were thrilled to be Because most of the art was of varying sizes and mediums able to add a satin ribbon marker as well as gold foil to and came from a great variety of sources, we also had the jacket and cover. We wanted to create a book that the added challenge of making it look “of a piece,” as if would look like a gift that you would want to bring to a it really belonged together graphically. Seder, and at the same time be a keepsake book you would want to own yourself. I feel we realized our goals Tying everything together in spreads was a challenge. with a truly unique book for readers of all ages. & Poetry and songs were set in one narrow, centered column. Stories and some of the longer pieces were Marijka Kostiw is Art Director of Scholastic Press. She worked set in two columns for ease of reading across the wide closely with the book’s designer, David Caplan.

40 Summer/Fall 2005 • Children and Libraries Best of Beginning Readers ALSC Launches the Theodor Seuss Geisel Award

Caroline Ward

here are few things more amazing than watching a child solve the mystery of let- Tters, words, and sentences to enter the world of reading. Beginning reading books play a key role in this process, and librarians have long acknowledged their importance. With the establishment of ALSC’s Theodor Seuss Geisel Award, this sometimes-overlooked genre will receive the public recognition it deserves.

Funded by The San Diego Foundation’s Dr. Seuss Fund and administered by ALSC, the award will be given to “an outstanding book for beginning readers,” joining ALSC’s preeminent family of awards Theodor Seuss Geisel recognizing the most distinguished children’s literature published each year. In early 2002, Dr. Seuss Enterprises contacted ALSC suggest- ing the creation of an award in Geisel’s name. The committee Several years in development, the award is the brainchild (six members and a chair) is charged with examining books of Kate Klimo, the vice president and publisher of Random published during 2005 to select the first award, which will be House/Golden Books Young Readers Group. Klimo recalled that announced during the ALA Midwinter Meeting in January 2006. during the planning for Dr. Seuss’ centennial, she examined the rich Geisel archives at the Mandeville Special Collections of the The award criteria specify that the text of the book must be University of California at San Diego. directed at readers from pre-K through grade two. According to Cynthia K. Richey, past-president of ALSC, “This is not “I was smitten by his wit and intelligence and wanted some way an award for early chapter books or transitional books; it is to acknowledge his widespread influence,” she said. Random directed towards those beginning books that engage children House then approached Dr. Seuss Enterprises to support an in learning to read.” award that would memorialize this iconic writer, who created continued on page 61 the concept of beginning readers. Random House editor-at- large Janet Schulman, Geisel’s editor for the last eleven years of Librarian at the Ferguson Library in Stamford, his life, said, “He set the tone for a whole industry.” Caroline Ward, Connecticut, is chair of the 2006 Theodor Seuss Geisel Award Committee.

Summer/Fall 2005 • Children and Libraries 41 Jack Gantos on Writing Digging Up Creative Juices from Restaurants to Graveyards

Alison Follos

uthor visits can have surprising results. Beyond enliv- because you can be sneaky,” Gantos explained. “I overhear ening their stories, authors may inspire young writers. conversations at restaurants, airports, I even find material from A When Jack Gantos speaks to students, he doesn’t short- graveyards. Joey Pigza’s name (Joey Pigza Swallowed the Key) change himself or downplay his profession. He makes it allur- came from a tombstone I saw while driving around with my ing, possible, and realistically doable. mother.”

“I write books. That’s all I do is write books. It’s a smart, cool He lent students some tips on setting up their journals like a thing to do. Basically I get to stay home all day. I can stay in my “professional.” PJs all day long. I have a drawing table, so I draw. I have a refrig- erator in my office, so I eat. I write. “First you need to have journal supplies. You go to I eat. I draw. I write; all day long. It’s People love to the dollar store. They have great little notebooks and a great job! And do you know what journals there. Then you confiscate rubber bands the best part of it is? I’m my own read about the from the mailman. I meet my mailman at the door boss. I love that,” Gantos said at a and say, ‘Hand ’em over.’ I don’t know where they visit to our library. vulnerabilities and get them, but they’re the best. And finally, you get screw-ups of others. your pens from the hotels. Holiday Inn is my middle He spoke enthusiastically about name,” he jokes. “Then you need two basic skills: the journal process, which is the Gantos makes the content and structure. Content is first. I like to draw beginning phase of what eventually so I draw a map of a whole neighborhood, a place become his books. “I write in my most of that. where good things and bad things happen. Or just journal everyday. Don’t try to write draw your thoughts; these will be your ‘action.’” a novel. First write a little bit every day,” he advised. “Start with fifteen or twenty minutes a day. Writing is a cumulative process, Gantos’ educational influence is powered by his storytelling—a and eventually those daily entries will become stories.” dynamic part of his instruction. His flare as an entertaining educator is awe-inspiring. His advice is practical, his words Journaling also allows would-be writers a way to be inspired comprehensible, and his delivery hysterical. by people and events outside of themselves. “I love journals He candidly illustrated the foibles of family life to his best advantage. At the overhead projector, he put an image of a hand-drawn map on the screen behind him. “For my maps, Alison Follos is librarian at North Country I might include the airport on Barbados. The airstrip was too School in Lake Placid, N.Y. short. My dad took us to watch the planes crash,” he said, moving on to another “landmark.” “Here’s the church where

42 All photos by Lauren McGovern Summer/Fall 2005 • Children and Libraries Jack Gantos on Writing he would wait for us out in the car. Then he’d take us to the beach where we would look for body parts washed up from crashing on the rocks—was disap- pointed that I never found any.”

He paused. “Sometimes you’re just blessed to have these nutty parents. Write about what you do know; you don’t have to write what you don’t know.”

He switched easily between his storytelling and advice.

“Once you have the content, then you apply it to the structure. Applying content to structure, that’s all that writing is. Type it up, print it out, mark it up, and make your corrections. Do this again . . . until you get it right,” he said, before launching into another personal story. “I used to have to type up my manuscripts on a typewriter. I would end up with piles that looked like pillars all around the room. Now it’s much easier with the computer. But again, I do between twenty to thirty drafts before I have my finished story. Perfection is the pleasure of the work itself.”

Gantos’ fiction is real and timeless. His Jack Gantos adroit power of observation and his ability to spin-in his own interpretation chip at the fallacy of normal family life “There’s no magic involved, just a lot of make his stories original and personal. and applaud individual imagination and misdirection.” He injects difficult material with wit and ambition. never shies off his vantage point. His There is also his supreme conviction stories ride a cockeyed track, derailed by When his name is mentioned at educa- toward his art. Gantos will not produce underlying stories within stories—diced tional conferences, there is an energy anything less than his best, even if it up mini-adventures sprinkled into a trip that buzzes through the air. What does takes twenty manuscript drafts and a in and of itself. this guy have that causes an almost lifetime of gritty stuff mined from his revered reaction from kids and adults journals. His books capture a guile- His Jack Henry stories unfold like hallway alike? How does he command such a less and unabashedly funny soul. His conversations, daring bits of personal genuine voice? Why is there a curiosity material has an unspoiled flippant information in the midst of the crowd. that wants to understand and define a attitude on the surface. Yet it delves Of these “autobiographical fiction story bit of him? deeper, tugging at readers’ attentions, cycles,” Gantos said, “All the stories in drawing them in for a heart-to-heart the Jack books have at least two layers— To be sure, the fact that he aired his conversation. what goes on on the surface (which is turbulent young adult years in Hole in generally pretty wacky) but beneath the My Life (Farrar, 2002) instills a sense Gantos’ muse is not just hanging out, surface is a counterpoint theme which of public affinity. People love to read ready to strike once he’s grabbed his morn- is like the bass line in music—and that about the vulnerabilities and screw- ing coffee. He keeps a stringent writing is where the bones of the story can be ups of others. Gantos makes the most schedule, adheres to his basic structure, found. And the Joey [Pigza] books too, of that. He heralds his misdeeds and and religiously feeds his journals. They a lot of action up top, riding the surface actions to the forefront and curls the are his constant companions to store and and a lot of tension below.” unsuspecting reader around the emo- later conjure the elusive muse. tion. Wild action and drama strike with a Gantos has a flair for connecting with flourish. Endings are a circuitous arrival “Set them up so that they feed you the common man and madman in all at thought-provoking resolution—not instead of you constantly feeding them,” of us. His seemingly irreverent stories an easy task to accomplish. As he said, he said. Gantos has a distinct literary

Summer/Fall 2005 • Children and Libraries 43 Jack Gantos on Writing style. It’s not an accident that tangen- because I used to sit qui- tial events appear happenstance or that etly and write about it. I raw, tender, and outrageous behaviors etched it in. The things are tripping over one another. That is I don’t write about just how life works, and Gantos succeeds in blow away.” nailing it. Gantos told students, His Jack Henry alter ego, and the star of “You can do it now. You his many Jack books, is compulsive and have the ideas now, you self-absorbed, even when he is intent have the tools. You think on changing his behavior. He brings the that this whole writing reader into his confidence as he observes life happens to some- his own reactions to bizarre situations. one else, but it’s whether Jack is always assessing and wondering you want to do it or not. how he will measure up—traits to which It’s whether you want to readers will relate. spend the time doing it, to search for it and really Student Daniel Blanchard at a library visit When Gantos was ten, he read his sister’s write about your feelings with Jack Gantos. diary. He made a discovery he was not and thoughts.” looking for. He advised “doing it now” “My sister approached writing as she did because memory and “When you’re a kid, drama’s good. The table manners. Everything had to be tidy imagination can be fleeting. “A first- situation that you’re in, that’s what you and in its place. There were no highs and grade imagination is very powerful. I write about; what you know lows. Nothing was untoward. about. You should be at the cen- I lived in the same house as ter of your writing life, not at the she did, and I knew we had at “First you need to have journal edge,” he said. “You want to start least three knockdown drag- paying attention and saturate out fights a day. I knew that I supplies. You go to the dollar store. into the corners of your life. See was in love with my teacher. some of those moments and then For her everything was even They have great little notebooks and from the moment, you can build and flat. I thought, ‘I can do journals there. Then you conﬁscate out from these corners.” better than that.’”

rubber bands from the mailman. I He continued, “I know a lot of But this discovery led to a very people feel that you get into the important realization for him. meet my mailman at the door and arts by being anointed. But it’s not “When I was a kid everyone quite that way. It’s mostly about would keep asking me what I say, ‘Hand ’em over.’ I don’t know getting up and having good hab- was going to do when I grew up. where they get them, but they’re the its. Sitting down, writing, doing I would counter, ‘I don’t know. the drafts, and really pursuing it. I’m not grown up.’ But then I best. And ﬁnally, you get your pens It’s work. It’s not just inspiration; started asking myself that ques- there’s an awful lot of industry tion and I thought, ‘I’m going from the hotels. Holiday Inn is my to it as well. I get up really early, to do what I really like to do work like a dog, and it looks like a because I knew I would be good middle name.” mess! But when it’s complete, it’s at what I liked to do and I wasn’t fantastic.” going to be very good at what I didn’t,’” he remembered. “I decided I didn’t want to get older and older and Hard work, he said, is what it takes to be would get a job that I would like, not one have less and less imagination. Write a fantastic. No one starts out as a super- that I would have to endure.” little bit everyday, fifteen minutes. Write star. “One of the myths that keeps people furiously and sloppily because it’s the from writing is that they think it has to be Gantos said, “The world was always first draft,” he said. “The whole idea perfect early on and it never really is,” he shifting for me. I moved about forty is consistency; writing is built just like says. “The part of perfection is that you times growing up. The one thing that sports. If you practice, practice, you get have to be looking at how great is the wasn’t changing was the journals. I have better and better. So the writing thing is idea. Do I really enjoy doing this? There’s about two hundred journals from when I the same system.” a lot of perfection in the pleasure of the was a kid. I learned that when you wrote work itself. It’s not just wicked work, it’s a it down, it stayed put. My whole child- Plus, some things are just more compli- lot of eureka work.” & hood is like a film for me, and I know it’s cated when you get older.

44 Summer/Fall 2005 • Children and Libraries What Olivia Knows How a Pig Can Teach Librarians Advocacy

ALSC Managing Children’s Services Committee

Advocacy is a crucial skill for public librarians today. Using Ian Falconer’s character Olivia, ALSC’s Managing Children’s Services Committee demonstrates that advocacy is crucial in the current environment of budget cuts, library closings, and the need to justify resources spent on children’s services. This article leads the reader through the skills needed for an advocate. It details specific steps for an effective advocate for children’s services within your organization and for public libraries in the community. It also shows that the children’s librarian must be an advocate for children to the community at large.

Olivia Knows: Pardon Me for Being a Manager, Part V

LSC’s Managing Children’s Services Committee has long been a strong advocate and a continuing educa- A tion provider on ALSC’s competencies for librarians The committee could think of no better way to impart such serving children in public libraries. Beginning with the ALA important tools on developing successful management skills Annual Conference in 1999, the committee kicked-off a multi- to leadership-minded children’s librarians than to employ well part, multiyear series titled “Pardon Me for Being a Manager.” known children’s book characters whose thoughtful and hard- Each yearly session is dedicated to one of ALSC’s six compe- learned lessons demonstrate how to be not just good—but great! tencies: The traditional tale of The Little Red Hen shows librarians how ■ knowledgeable of client group; to develop stronger management skills and that sometimes in order to lead, one must be willing to do so or risk going it ■ effective communicative skills;

■ administrative and management skills; The ALSC Managing Children’s Services Committee 2004–05 ■ collection development skills; members are Beth Wheeler Dean (chair); Jill Bourne, Paula Brehm-Heeger, Mary Fellows, Kathy Fredette, C. Gaye Hinchliff, ■ advocacy, public relations, and networking skills; and Betty Jean Neal, Veronica Stevenson-Moudamane, Evelyn ■ programming skills. Walker, and Teresa Marie Walls. Adjunct committee members contributing to this article are Ellen Riordan and Penny Markey.

Summer/Fall 2005 • Children and Libraries 45 What Olivia Knows alone. Rosemary Wells’ beloved Max & Ruby characters taught their projects. People and animals of all kinds like to work with children’s librarians that strong interpersonal skills are key ele- Olivia and seek her out for help and advice. ments to being effective communicators. The Bremen Town Musicians by the Brothers Grimm humbly demonstrates that Olivia is comfortable speaking about public libraries and chil- successful collaboration among community partners builds dren on television and in front of large audiences. This poised pig strong and lasting alliances. To ensure well-trained profes- is a natural in front of a crowd. You will not need to provide her sionals, Ruth Krauss’ Carrot Seed shows librarians how to grow a clothing allowance for these appearances, as she already has their own by mentoring staff from within; and at the 2003 ALA quite an extensive wardrobe suitable for public appearances. Annual Conference in Toronto, Ontario, Falconer’s incomparable Olivia highlighted the importance of unyielding advocacy Do not think Olivia is all red ballgowns and sailor suits. There is a and effective public relations. sharp intellect between those bejeweled ears. Olivia is a master at finding, developing, and using statistics. She can persuade policy- To illustrate the role of advocacy needed in children’s librarians, makers and colleagues alike of the impact of children’s services in the committee used letters from a colleague, Rosemary Wells’ public libraries. This perspicacious pig is also a whiz at finessing Ruby, from “Pardon Me for Being a Manager, Part II,” and a let- funders, using their money wisely, and getting more. She is adept ter from Olivia’s new boss at the SuperDuper Public Library with at arguing for a fair share of the budget for children’s services. her charge for advocacy. Did I mention that Olivia is good with children? Whether she’s helping them research how to join the circus or joining in a Olivia as Advocate search for a missing toy, Olivia is a perky pig who knows how to engage with children. Olivia’s enthusiastic advocacy skills garnered the highest acco- lades from one of the most respected leadership mentors in the In addition to all her talent, Olivia has a reputation for being a field and ultimately, a new job as library advocacy specialist pleasure to work with. Her good sense of humor, her even temper, at the SuperDuper Public Library. From her sprightly profes- her listening skills, and her ability to organize work have made sionalism to her unabashed and magnetic personality to her this professional pig a respected supervisor. fundraising and networking wonders—Olivia knows what it takes to lead! In short, Penny Markey, Olivia is your perfect library advocacy specialist. There is no reason for you not to hire her . . . so you Olivia’s Letter of Reference (from Ruby) (aka Mary Fellows, manager, should.

youth and family services, Upper Hudson Library System, Albany, New Sincerely, York) Ruby

Penny Markey, Coordinator of Youth Services SuperDuper Public Library Olivia’s Charge of Advocacy

Dear Penny Markey: Dear Olivia,

I am writing to tell you to hire Olivia to be your library advocacy We are pleased to offer you the new position of library advocacy specialist at SuperDuper Public Library. She is the best library specialist at the SuperDuper Public Library. I know that the advocacy specialist you are ever going to get. I should know. children’s services staff will be very glad to have you on board to She came to the school where my little brother, Max, goes, and assist them with this important work. convinced the teachers to bring all the students to the public library. Olivia even managed to get Max to sit still and listen to As you know “advocacy” is the function of speaking or writing in stories, and he can be a real pill. Now he wants to go back to the support of an idea or an issue. At the SuperDuper Public Library, SuperDuper Public Library every day. you will have a multifaceted task. I know that your enthusiasm and energy will stand you in good stead as you come to your new You should hire Olivia because she is smart and strong and a pig job. You will be glad to know that you will have many hats to of action—just like me, except that I am a rabbit, not a pig. In wear, as you look so attractive in them. fact, Olivia shares lots of my best qualities: she has a clear vision of what she wants to accomplish, she communicates her wishes You will be responsible for being: with directness, and she gets things done. 1. Olivia, advocate for library service to children and families This pig also knows what’s what and who’s who. She knows in your organization which organizations would make good partners in the projects she dreams up. She knows who is in charge in those organiza- It is your job to define the role of children’s services in your orga- tions. This plucky pig does not wait to be approached by them. nization and work diligently to gain administrative approval for There is no hoof-dragging for Olivia. She knows what she wants, your initiatives. Stand firm in your efforts to ensure that children’s and she asks for it. She’s also generous in helping others with services is allocated a fair share of resources and the budget.

46 Summer/Fall 2005 • Children and Libraries What Olivia Knows To do this, you will need to understand how children’s services bucks! Yes, and think about how you support the students after fits within the organization as a whole and develop goals and school in doing their homework. That is a real help for the stu- objectives that fit the mission and stated goals of the library, thus dents and parents in your community. Not to mention the service providing children’s services with credibility and viability. Learn you provide to local teachers by helping kids understand home- about your library director and your library board, so you know work assignments and providing resources for them to complete what their biases are likely to be and how to approach them their work successfully. How do your programs open up new effectively for their support. vistas? How do you promote multicultural understanding? I am sure that there are many other ideas that you will come up with Do your homework; gather data based on your desired outcomes. to relate library services directly to the success of the children and You not only need to show how many books circulated and how families in the community. many children attended library programs, but you need to know how these quantitative numbers answer the question “How did 3. Olivia, child advocate children’s services make a difference in the lives of children and families in the community?” The SuperDuper Public Library does not live in isolation. There are many community groups and organizations that work with Keep policymakers apprised of your successes and the ongo- children and families to improve their quality of life. Connect ing accomplishments of the children’s services department. with those other organizations and team up to accomplish the Communication, communication, and communication are the same goals. Sometimes, there are existing networks among youth words to keep in mind. Communicate to the policymakers in serving agencies that you should identify and join on behalf of your library and in your community. And be sure that all mem- the library. bers of the children’s services staff and other community members can present the library story effectively as well. Find out what is going on in your community. In Los Angeles County in California, there is a Children’s Planning Council to 2. Olivia, public library advocate bring resources together. Government departments and community-based agencies collaborate to create plans and improve the You will become the lead cheerleader of the SuperDuper Public lives of children and families. Library booster club. Be prepared to speak about the benefits of the public library at groups throughout the community. Remind Sometimes the library can participate actively, like working with policymakers of the importance and value of their public librar- the parks and recreation department to get a joint grant to pro- ies as well as the impact that various programs make in the qual- vide library-sponsored programs as part of after school latchkey ity of life in their community. Get out your missionary zeal and programs at the park. Sometimes the library might consider persuade various groups within the community that their library policy changes, such as providing the mechanism for foster care- and children’s services make a difference. It is important to keep givers to get fine-free library cards for foster children. the library vital and visible and relevant. You and your staff will also need to create and train other advocates to take your mes- The library can also be an information distributor, publiciz- sage into the community. You need to create a battalion of people ing initiatives such as the California Safe Haven project, where (young and old) who spread the word to neighbors, colleagues, mothers can leave unwanted infants at hospitals and fire sta- teachers, and parents. Have your data handy and remember to tions with no ramifications. incorporate anecdotes and stories about actual success stories in your presentations. Kids Day is August 13; let’s let our partners know and see if they can support our efforts to get out the word. Can we work with our The library circulates lots of children’s books. Have you ever fig- partners to identify childcare providers to come to a focus group ured out how much it would cost the community if citizens had that we plan as we develop specialized services for childcare to buy all of those books themselves? Whew, that can be pretty big providers?

Call for Referees

To make Children and Libraries a truly interactive publication, we’re looking for ALSC members to serve as volunteer referees for journal articles. Unsolicited articles and those of a scholarly nature must be submitted to at least two referees to judge the submissions on accuracy, style, impact, importance, and interest. Specialists in particular genres (such as technology, literature, intellectual freedom, programming, and so on) are especially needed.

Referees make recommendations to the editor on whether or not manuscripts should be accepted for publication. Interested librarians should contact Children and Libraries Editor Sharon Korbeck Verbeten at [email protected] for more information on the referee process.

Summer/Fall 2005 • Children and Libraries 47 What Olivia Knows Now, Olivia, even as you get started on your new job, you need to Bishop, Barry. “Influencing Decision-Makers.” Texas Library stop and think about priorities. I know that you are a renaissance Journal 78, no. 3 (Fall 2002). woman. You have displayed your versatility in the past as you have whirled through life going from one project to the next. Corson-Finnerty, Adam. “Pitching the Powers-That-Be.” The Bottom Line 15, no. 3 (2002). Stop . . . think . . . you need to set your priorities and know your own capacity and that of your staff. Dalrymple, Connie. “Help for the Advocacy-impaired Librarian: A Bibliography of Resources on Library Advocacy.” Public It is better to do fewer projects and complete them. It is better to Libraries 41, no. 3 (May/June 2002). have a few successful accomplishments than to lose the library’s credibility by not fulfilling commitments. Hartzell, Gary N. “The Hole Truth: Librarians Need to Emphasize What They Have to Offer.” School Library Journal 48, no. 7 (July We look forward to having you on board. You can be sure that the 2002). “Increasing Your Influence by Addressing Self-Interest.” SuperDuper Public Library will provide you with the necessary Book Report 21, no. 1 (May/June 2002). “Indirect Advocacy.” tools. Your halo and magic wand will be issued to you when you Book Report 18, no. 1 (May/June 1999). “Principals of Success.” report on your first day of work. School Library Journal 48, no. 4 (Apr. 2002).

Sincerely, Jones, Patrick. “Against All Odds: Creating Support for Serving Penny Markey Young Adults in Public Libraries.” Journal of Youth Services in Coordinator of Youth Services Libraries 8, no. 3 (Spring 1995). County of Los Angeles Public Library AKA SuperDuper Public Library Leverett, Larry. “Extending your Influence by Spreading the Word.” Book Report 20, no. 1 (May/June 2001). For more information, visit www.ala.org/pio/advocacy. Logan, Deborah Kay. “Being Proactive is the Best Form of Bibliography Advocacy.” Ohio Media Spectrum 54, no. 2 (Spring 2002).

Muller, Patricia. “Come on Down! Your Leadership Role in Books Advancing the National YA Agenda.” Journal of Youth Services in Libraries 12, no. 2 (Winter 1999). Cialdini, Robert. The Psychology of Persuasion. New York: Morrow, 1993. Rodger, Eleanor Jo. “Value & Vision.” American Libraries 33, no. Hartzell, Gary N. Building Influence for the School Librarian. 10 (Nov. 2002). Worthington, Ohio: Linworth, 1994. Schulz, Cynthia D. “Developing an Advocacy Plan for the School Karp, Rashelle Schlessinger, ed. Powerful Public Relations: A Library Media Center.” Book Report 18, no. 3 (Nov./Dec. 1999). How-to Guide for Libraries. Chicago: Library Administration and Management Association, 2002. Starr, Kevin. “The Politics of Success.” Library Administration & Management 15, no. 3 (Summer 2001). Reed, Sally Gardner. Making the Case for Your Library: A How-to- do-it Manual. New York: Neal-Schuman, 2001. Weeks, Ann Carlson. “Stop the Whining: Become a Proactive Advocate for Your School Library.” School Library Journal 47, Articles no. 9 (Sept. 2001).

Baule, Steven M. “How to Gain Support from your Board Wemett, Lisa C. “Librarians as Advocates for Young Adults.” and Administration.” Book Report 19, no. 3 (Nov./Dec. 2000). Journal of Youth Services in Libraries 10, no. 2 (Winter 1997). &

storytelling community who have dedi- 1966, she established the Information National Storytelling Network cated their lives to storytelling and dem- Center on Children’s Cultures for honors Anne Pellowski onstrated meritorious UNICEF. She continued in this position service to the National until 1983. In 1996, Pellowski began Anne Pellowski of Winona, Storytelling Network. offering storytelling workshops abroad Minnesota, is the recipi- Pellowski worked at the through The International Board of ent of the 2005 Lifetime New York Public Library Books for Young People. Her publica- Achievement ORACLE Award from 1957–1966, where tions include The World of Storytelling from the National Storytelling she was the children’s (H. W. Wilson, 1990), The World of Chil- Network. The award is pre- librarian for the Office dren’s Literature (R. R. Bowker, 1967) sented to individuals in the of Children’s Services. In and Story Vine (Macmillan, 1984).

48 Summer/Fall 2005 A Travel Package for Book Lovers Luxury Library Vacations

Megan Lynn Isaac

I’d like to vacation sometime in a go for me. Just think how light my library. baggage would be since, for once, I wouldn’t have to worry about Despite the hundreds of hours I’ve packing enough books to see me logged in various libraries shelving through any rainy days or sleep- books as an employee, scouring refer- less nights! ence volumes for some scholarly assignment, or, most frequently, plundering Choosing an itinerary would be the shelves to fulfill my own voracious the tricky part. I might want to go appetite for stories, I’ve never really back to some old favorites, but the had enough time in the library. I always Villa Italia branch of the Lakewood, envied the children in books who man- Colorado, library closed and shut- aged to get locked into a library for tered its doors years ago. It was a night like Garnet and Citronella in there I first discovered that L. Thimble Summer by Elizabeth Enright, Frank Baum’s imaginative land- but these sorts of hapless adventur- scape stretched beyond Oz to ers never seem to have a flashlight, let include Mo and several other fan- alone a well-packed lunch bag to tide tastic principalities, and that Carol them over until opening time. Ryrie Brink had extended Caddie The Library by Sarah Stewart, Woodlawn’s adventures into a Other protagonists have tried to extend illustrated by David Small book called Magical Melons. the wonder of the library in a more methodical fashion. Jane in The Middle Moffat by Eleanor Estes Or what about the lost but legendary library of ancient starts at the top of the first shelf determined to work her way Alexandria? What an experience that would be! There are through the entire collection, one volume at a time. But her first plenty of other still-extant possibilities, of course. The famously book turns out to be The Story of Lumber and the next The Story spiraling stacks of Seattle’s newest library beckon appealingly, of Cotton, followed by The Story of Sugar, so she decides to hop and I’ve never seen the glorious stone lions that grace New around to the good ones, like Heidi, hoping that by the time York City’s most famous branch. Certainly they would both be she has finished she’ll be able to read through the tedious ones worthy ports of call! too quickly to care how dull they might be. So, clearly, there are flaws in this approach too. Megan Lynn Isaac is a former college professor. She lives with her family in Auburn, Alabama. No doubt about it, a luxury library vacation would be the way to

Summer/Fall 2005 • Children and Libraries 49 A Travel Package for Book Lovers Yet, the libraries I most want to visit if the Horned King and the White Witch bring short stories and tall tales to the aren’t on the map at all. They aren’t are lurking near the checkout desk. singing, dancing, and book-loving crit- filled with books, so much as inside ters of Philemon Sturges’ witty rendition the books themselves. They are the fic- Other libraries are more noteworthy for of She’ll Be Comin’ ’Round the Mountain. tional libraries I’ve often read about in their atmosphere than their collections. children’s stories. It can’t be an accident, Maud Hart Lovelace never gives much Other small libraries are labors of love I’m sure, that books so often celebrate space over to describing the library of like the heaping collection assembled the places where books are most deeply Deep Valley, Minnesota, but the quiet by Elizabeth Brown and donated to the cherished. warmth of its rooms provides a haven for town in Sarah Stewart’s rhyming pic- her heroine in one volume after another ture book The Library. My favorite little These fictional libraries are filled with as Betsy grows up. When she reaches library, however, is Miss Franny’s in Kate magic of various varieties. I’m not sure high school in Betsy in Spite of Herself DiCamillo’s novel Because of Winn-Dixie. exactly how to find it, but somewhere and Betsy and Joe, the library plays its Miss Franny is the only person I’ve ever in the library of Edgar Eager’s Seven Day greatest role. Under the gently smiling heard of to receive an entire library as a Magic, near the bottom of the fairy tale eyes of the librarian, Miss Sparrow, Betsy birthday present, though of course she is section there is an unassuming book. It also the only little girl I’ve ever heard of is small, red, and rather shabby-look- who had the imagination to ask for one! ing, but the volumes shelved above it Just consider the possibilities in having have been dripping spells and enchant- your own library. The fantasy section of ments onto it for years, and it will grant mine would be particularly well devel- wishes, at least it did for the five children oped; there would be a special shelf of in the story, and I can’t help but hope it smudged books that were intended to be would do the same for me. Some librar- read while eating chocolates or buttered ies have even more spectacular collec- popcorn; and it would always be open at tions of magic books. The ones that line bedtime, just when I’m most likely to dis- the shelves at Hogwarts Academy in J. K. cover that I don’t have anything appealing Rowling’s tales simply crackle with the and handy to read! I’m not sure that Miss stuff! When Harry braves the library at FranNew York runs hers along quite such night in Harry Potter and the Sorcerer’s idiosyncratic principles, but I know she Stone to search for information about has a special policy for bears who borrow the mysterious Nicolas Flamel he passes books. An afternoon touring her domain books with peeling and faded gold letters, would be time well-spent. suspiciously stained volumes, ones that whisper, and worse—ones that scream. As every traveler knows, though, it isn’t Here’s a famous library where settling for just exciting locations that make a trip the guided tour during daylight hours memorable, it is also the people you might be my best bet. The Library Card by Jerry Spinelli meet along the way. Fortunately, the libraries in children’s books are filled Jon Scieszka’s library in The Time Warp with wonderful librarians who rarely Trio: Summer Reading Is Killing Me is and Joe Willard find common ground in exhibit any personal flaws worse than thick with a very different sort of magic. their shared love of books and writing. overzealousness. Miss Lotta Scales who The Hoboken summer reading list for Here, social background and popularity stars in Carmen Agra Deedy’s The Library the first through eighth grades has come don’t matter, and slowly their romance Dragon takes her job guarding the to life and all the characters have headed unfolds. books very seriously, though she can be to the library. Things are a real mess charmed by a good dragon tale and an in the stacks. The villains clearly have Much as I love books and really can’t enthusiastic roomful of children. Even the upper hand. Sam, Joe, and Fred are imagine a library with too large a collec- more memorable is Mrs. Spud Murphy appalled to discover Mrs. Twit tying up tion, I must admit that some of the most from Eoin Colfer’s The Legend of Spud Mary Poppins and Encyclopedia Brown. appealing ones to visit are the smaller Murphy, who restricts children to the The rest of the good characters are being and more personal libraries. Some of junior section with a sneaky rigidity that herded into cages built out of shelves. these come on wheels like the won- almost forces recalcitrant readers to Only after some very quick thinking, derful bookmobile in Judy Sierra’s Wild lose themselves in a book just to spite augmented by a good chase scene and About Books that zips through the zoo her. Not to mention that she’s got some lots of flying volumes, do the plot lines enticing a boa constrictor with a vol- clever tricks with rubber book stamps begin to fall back in place. This library ume called Crictor, baby bunnies with that alone are enough to make me stop might not be the tidiest or best organized Goodnight Moon, and the elephants with in for a visit and a lesson. stop on the tour, but who could resist the Dumbo. Or the extra-tough bookmobile opportunity to join forces with the likes that bounces over bridges and careens Fictional librarians, however, just like of Pippi Longstocking and Frodo—even down the curviest mountain roads to the traditional stereotype, tend toward

50 Summer/Fall 2005 • Children and Libraries A Travel Package for Book Lovers a sort of quiet cleverness. I particu- precious things; even the most experi- would be just the passport I need to get larly admire the nameless librarian in enced librarian can’t know ahead of time started on my trip—surely it could take Eric Houghton’s Walter’s Magic Wand. when a simple search might transform me to all the libraries I want to visit. The Although she’d rather he didn’t shuffle itself into an arduous quest. first thing I’ll have to do, though, is make her index cards or use her biggest dic- a trip to my own local library to ask a tionaries to build castles, she doesn’t librarian where I can find it. & lose her cool for a second when Walter uses his wand to conjure a band of rowdy pirates—she simply barricades Bibliography herself and the other children in the room behind the desk and shoots Colfer, Eoin. The Legend of Spud Murphy. pencils at them with a rubber band. Illus. by Glenn McCoy. New York: Tigers and oceans are no match for her Hyperion, 2004. either. She probably went to the same library school as the head librarian from Cushman, Karen. The Ballad of Lucy Hazel Hutchins’ Nicholas at the Library. Whipple. New York: Clarion Books, 1996. Nicholas’ librarian has a manual half a meter thick and one-meter wide that Deedy, Carmen Agra. The Library Dragon. helps her handle the special problems Illus. by Michael P. White. Atlanta: that seem only to crop up in the chil- Peachtree, 1994. dren’s room. When Nicholas discovers a small chimpanzee who has fallen out of Estes, Eleanor. The Middle Moffat. New his tale, she accompanies him through York: Harcourt, 1942. jungles, down ski slopes, inside fairy Thimble Summer by Elizabeth Enright tale cottages, and from cover to cover of Houghton, Eric. Walter’s Magic Wand. every book they can think of that might Illus. by Denise Teasdale. New York: be missing a small chimpanzee. Despite Orchard Books, 1989. her ladylike demeanor, this librarian is one intrepid adventurer. Hutchins, Hazel. Nicholas at the Library. Illus. by Ruth Ohi. North York, Ont.: Other fictional librarians show the real Annick Press, 1990. truth about the demands of the profession and the courage of the people who Lovelace, Maud Hart. Betsy In Spite of weave in and out of the stacks. I’d like Herself. Illus. by Vera Neville. New York: to spend an afternoon with the reluc- Harper, 1946. tant pioneer Lucy Whipple in the room over the general store in Lucky Diggins, ———. Betsy and Joe. Illus. by Vera California, where she makes her final Neville. New York: Harper, 1948. appearance in Karen Cushman’s The Ballad of Lucy Whipple. Her library isn’t Nix, Garth. Lirael. New York: Harper- much to look at—just a copy of Ivanhoe, Collins, 2001. a handful of books on manners and household decoration, and a few other Rowling, J. K. Harry Potter and the scattered volumes—but she treasures Sorcerer’s Stone. New York: Scholastic, every one and is responsible for starting 1997. a mighty fine subscription library for the Because of Winn-Dixie by Kate DiCamillo gold miners and everyone else who fol- Scieszka, Jon. The Time Warp Trio: lows them West. Summer Reading Is Killing Me! Illus. by Lane Smith. New York: Viking, 1998. My very favorite fictional librarian is I don’t know where I can book a tour of another fine iconoclast created by Garth libraries and the splendid people that Sierra, Judy. Wild About Books. Illus. by Nix in Lirael. Lirael’s job in the library keep them, but I do know where to start Marc Brown. New York: Knopf, 2004. of the Clayr shows off the true mettle looking. Inside Jerry Spinelli’s collection resplendent, if sometimes hidden, in of short stories, The Library Card, there Stewart, Sarah. The Library. Illus. by every good librarian. In her world, the is a small blue rectangle, an unassuming David Small. New York: Farrar, 1995. job is recognized in all its dignity and magic library card that one by one takes danger. She arms and dresses herself for Mongoose, Brenda, Sonseray, and April Sturges, Philemon. She’ll Be Comin’ work with the pageantry of an epic hero to the very library that is perfect for him ’Round the Mountain. Illus, by Ashley because books are dangerous as well as or her. I think this fantastic library card Wolff. New York: Little, Brown, 2004.

Summer/Fall 2005 • Children and Libraries 51 A Storied Career At 70, Uri Shulevitz Isn’t Slowing Down Sharon Korbeck Verbeten

hether he’s writing about an The Shulevitz family moved to Israel urban snow scene (as in the when Uri was in his teens, and he later W1998 Caldecott Honor Book studied at the Art Institute of Tel Aviv. At Snow) or following the footsteps of a fifteen, he was the youngest to exhibit twelfth-century traveler (The Travels in a group drawing show at the Tel Aviv of Benjamin of Tudela, released last Museum. spring), Uri Shulevitz makes sure young readers feel right at home. Even though his childhood began amid bombs and unrest, Shulevitz doesn’t That’s because avid research and a love think his books have followed a particu- of “poetic” writing drive this New York lar theme. “If something seeps in, it was author, who has received the Caldecott something I was unaware of,” he said. Award once (for The Fool of the World and the Flying Ship retold by Arthur Shulevitz simply says he writes about Ransome, 1968) and the Honor Book the topics he is interested in, not focus- designation twice (for Snow and The ing on writing for a particular audience. Treasure, 1979) in his storied career. “Sometimes I wonder whether anyone is interested. You have to go by what Shulevitz, whose first book was pub- you feel. “If one tries to second guess lished in 1963, celebrated his seventieth somebody else, one is sort of in no- birthday earlier this year—eagerly await- Uri Shulevitz man’s land. You may end up talking to ing the release of Benjamin and already nobody,” he said. finishing up a “goodnight story” picture Shulevitz said his mother had a thirst book for Farrar, Straus & Giroux. for learning. “That is something that Fortunately for Shulevitz, then, he’s really played an important role in my happy with writing for himself—even “My love of stories has to do, to a great love of stories. I developed a great love though many of his books have received extent, with my mother,” said Shulevitz, and respect for stories.” In addition to critical acclaim. “I do love what I’m who, with his family, fled Warsaw, words, Shulevitz loved drawing, even doing, and that keeps me going,” he Poland, during the 1939 blitz. Young Uri at a young age. He recalled his parents said. was only four, and the family spent the telling him that as an infant, he would following eight years wandering, even- reach out of his crib and draw abstract The acclaim came early in his career. tually landing in Paris in 1947. art on the wall with a pencil. He has vivid memories of receiving the

52 Summer/Fall 2005 • Children and Libraries A Storied Career

early-morning call telling him that The “Congratulations!” Shulevitz thought he Shulevitz now lives in New York, writing Fool of the World had won the 1969 was being lauded for getting up early! and painting, honing his craft as much Caldecott Medal. for himself as for his readers. It was humbling to receive the honor, “I had gotten up relatively early,” but Shulevitz said, “I was always striv- “Much comes out through the process Shulevitz recalled. He said that was an ing for artistic excellence.” After win- of work. You don’t know what’s going to unusual occurrence, since he usually ning such an award, he said, “you have happen.” & worked until the wee hours and slept a certain responsibility to live up to a late. So when his editor called and said, certain level.”

All photos courtesy and copyright of Farrar, Straus and Giroux, used with permission.

How did receiving a Guggenheim fellowship help you Q&A with Uri Shulevitz research your book?

It enabled me to follow in Benjamin’s footsteps part of the Uri Shulevitz discusses his new book, The Travels of Benjamin way. I visited Tudela, his hometown, and saw the Ebro River, of Tudela: Through Three Continents in the Twelfth Century where his journey began. I traveled to Spain, the south of (Farrar, Straus & Giroux, 2005) France, part of Italy. I went to Istanbul, Jerusalem, and Cairo. I found that very little of the twelfth century is left. Who was Benjamin of Tudela? I did ﬁnd, however, the remnants of the ancient walls that Benjamin, a native of Tudela in northern Spain, was the surrounded Constantinople, and the walls of Jerusalem. And greatest Jewish traveler of the Middle Ages. He left Tudela although the twelfth-century houses no longer exist, I did visit around 1159, traveling for fourteen years through much of narrow streets in the old medieval quarters of Barcelona and the then-known world, returning to Spain around 1173. Genoa, among other cities, which gave me a feeling what things might have been like. That guided me in making the Why is he important? pictures and in writing the story.

He was active in the second half of the twelfth century, Your illustrations have a medieval feel to them. How did you a period of upheaval, the Crusades and the awakening achieve that? and emerging of Europe from the Dark Ages. He is the first European to tell about a mysterious, faraway land Through research, I found how few pictorial materials of called China . . . Benjamin was also the first European to the twelfth century there were. Consequently, I had to speak of the sect of assassins, who, under the influence of supplement what I found of the twelfth century with pictures hashish, were blindly following the orders of their prophet- of earlier periods where appropriate, and as a last resort, I leader and going on suicide missions, showing that today’s had to use later periods as well. One never finds all one needs. suicide jihadists had historical I’ve therefore filled the gaps by ancestors. relying on imagination and the feeling for the period. We’ll never Why did you create a book know with absolute certainty about Benjamin? what things looked like then; the closest we could come would I’ve traveled extensively—as be, at best, an approximation. a child, out of necessity; as an adult, out of desire. So there is Why did you create a book about a strong personal connection a real historical figure when for me in terms of sharing a fantasy books for young readers feeling for travel with Benjamin. are so popular? I also found the subject matter fascinating. As an author and I love fantasy, but fantasy can illustrator, I had a deeply felt get repetitious. Reality is so response to the material and multifaceted, so unexpected, was intrigued by the possibility of and so much richer than anything telling Benjamin’s story through we can imagine. words and illustration.

Summer/Fall 2005 • Children and Libraries 53 Book Reviews

Butler, Rebecca. P. Copyright for Teachers and Librarians. Feather, John, and Paul Sturges, eds. International Encyclopedia of Information and Library Science, 2nd ed. Fiore, Carole D. Fiore’s Summer Library Reading Program Handbook. Hughes-Hassell, Sandra and Jacqueline C. Mancall. Collection Management for Youth: Responding to the Needs of Learners. Moore, Mary Y. The Successful Library Trustee Handbook. Woodward, Jeannette. Creating the Customer-Driven Library: Building on the Bookstore Model.

materials such as videos, DVDs, or CDs forming profession. The alphabetical Tools for Librarians: Books that Help can legally be used in the classroom. encyclopedia includes basic definitions Us Do Our Jobs Librarians will pay particular attention to for such library concepts as “categoriza- the chapters on obtaining permissions, tion” and “subject heading.” Definitions Kathryn Miller and Junko Yokota fair use, and multimedia and often include cross references copyright law. Included in to relevant articles within the The professional books reviewed in this book are newer compo- encyclopedia. Short articles this issue feature publications that help nents to the copyright laws, authored by librarians from librarians do their jobs. They provide including distance learning many American academic information on copyright laws and col- and copying of music and libraries and international lection management; they include an audio files. Together, librari- libraries effectively describe encyclopedia of information and library ans and teachers can use this library terms and offer current science, a handbook for trustees and one book to learn how integral applications of them. on summer reading programs, as well understanding copyright law as a book on considering the bookstore is to the entire educational Although the encyclopedia model to serve “customers.” Although experience. Flow charts illus- effectively guides readers most books we review focus on “helping trate how individual parts of through best-practice uses of us do our jobs,” these titles help us in an copyright law work, making such traditional library terms administrative role more than in a pro- it easy to see why some uses as “library security systems” gramming role (with the exception of the of information are legal while and “scholarly communica- summer reading program book). others are not. This is a must- tion,” the innovative library have addition to all library terms added to the encyclo- Butler, Rebecca P. Copyright for Tea- collections, helping any type pedia’s second edition justify chers and Librarians. New York: Neal- of educator better under- the addition of this reference Schuman, 2004. 248p. $59.95. ISBN stand the value and impor- resource to all library col- 1-555-70500-6. tance of copyright, as well as lections. The encyclopedia’s the consequences that may entries contain clear defini- Copyright law and its exceptions work happen when the rules of tions and practical applica- to aid authors, owners, users, and librar- information ownership and permission- tions of the given term, helping readers ies to use information in an equitable based access are not known or simply grasp each library concept. The frequent fashion. Copyright, however, is compli- ignored. inclusion of useful Web sites and further cated and often not fully understood by reading suggestions aid the reader in teachers or library professionals. Butler Feather, John, and Paul Sturges, eds. fully understanding the material. A com- makes copyright easy to understand in International Encyclopedia of Infor- prehensive index provides easy access this book. Chapters begin with a clear mation and Library Science, 2nd ed. to the encyclopedia’s contents. Also, the introduction to the specific copyright New York: Routledge, 2003. 792p. abbreviation list of library terms is a topic, questions that are often asked $300. ISBN 0-4152-5901-0. valuable resource. Keep in mind, how- about it (and answers to those ques- ever, that with quickly changing technol- tions), and guidelines on how the user Librarianship is a field that has ogy, this (or any printed encyclopedia) can avoid copyright problems. Teachers responded to and changed with the use will not include the most up-to-date will appreciate the easy-to-follow guide- of technology. This book presents read- technological terms. lines on public domain, the Internet ers with traditional library terms, as well and copyright law, and whether such as new terms that are part of our trans- The encyclopedia gives a wide view of

54 Summer/Fall 2005 • Children and Libraries Book Reviews librarianship, making it a useful resource Hughes-Hassell, Sandra and Jacque- experiences of their students, faculty, for understanding the depth of the library line C. Mancall. Collection Manage- and parents. profession. Local library concepts and ment for Youth: Responding to the terms are not included in this interna- Needs of Learners. Chicago: American Moore, Mary Y. The Successful Library tional publication. Library Association, 2005. 103p. $35. Trustee Handbook. Chicago: ALA, ISBN 0-8389-0894-2. 2004. 112p. $32. ISBN 0-8389-0891-8. Fiore, Carole D. Fiore’s Summer Library Reading Program Handbook. New A guidebook on learner-centered collec- Look behind a successful library and York: Neal-Schuman, 2005. 312p. $65. tion management techniques, Collection you will find effective library leaders, ISBN 1-55570-513-8. Management for Youth focuses on how both trained library professionals and a youth collection must adapt to the members of the board working together Supporting students as readers is an specific, changing needs of its local in synergistic fashion. New library board enormous challenge, and librarians are learning community. Connecting the members, however, may be overwhelmed given the lead opportunity library media center based on by the business of the library and the jar- of providing rich read- Information Power guidelines gon often used by librarians—“Welcome ing experiences, espe- to collection management, to Your Public Library Board, tonight’s cially during the summer this book examines the theo- agenda will concentrate on ILL proce- months. Fiore’s book is retical foundation of collec- dures within the System, paying particu- both a resource book and tion development, including lar attention to how we can effectively a handbook that offers how paradigm shifts in educa- use the OPAC to catalog EDs and original straightforward guidelines tional theory impact collection OCLC records.” The Successful Library on running a successful development strategies. Also Trustee Handbook works as a guide for summer library reading the strategies and tools used to new trustees to effectively step into that program. Rich as a source develop a “Collaborative Access leadership role for their public library. of ideas and practical as Environment,” which involves a manual, this book pro- the learner, the teacher, and The book includes basic library policies vides the widest range of the broad learning commu- and standards including The Library Bill information needed, from nity, are included. Budget, of Rights, Freedom to Read Statement, planning to implementa- selection, and policy manage- and useful Web sites for library trust- tion. It includes reproduc- ment are real-life experiences ees—all resources that help the trustee ible forms for sign-ups, and professional strategies understand the principles of the library book recording, and cer- shared by Hughes-Hassell and profession. Current legislative measures tificates of achievement. Mancall. The authors’ expertise that impact the rights of library users, There are templates for is shared further through the such as the USA Patriot Act, are also planning and concrete book’s inclusion of reproduc- included. This material, all contained suggestions for running ible collection development in this easy-to-carry book, is impor- the program. worksheets. These pages can tant for the trustee to understand the be used to open collection development background and challenges of the com- Part I covers the essentials: the pur- discussions with likely partners, mak- plex library organization they are now pose for summer reading programs, the ing necessary conversations about the leading. The book speaks to all board educational values they offer, and an library’s needs, goals, and abilities easy members and provides ideas on how overview of political mandates affecting to begin and follow-through to contribute successfully to the students today. Part II focuses on serv- on. library’s leadership team. Basic ing the community by considering the issues, including the trustees’ needs of patrons while planning and This book is an eye-opening role in the library, the library’s designing the program. Part III features guide to how education is expectations of the trustees, tips on how to organize and promote the changing and how library meeting do’s and don’ts, and program, including topics like select- media specialists must rec- effective library policies are all ing a theme, working with the media, ognize this and adapt their included. Seasoned trustees will and creating community partnerships. approach to accommodate find themselves returning to this In Part IV, Fiore presents an overview new learning and teaching book to review library strategic of the implementation from launch to styles. The book stresses the planning; program, service and evaluation that features many exemplary value and importance that a staff evaluation; director hiring programs from around the country. All learning community has on (and firing); and budget develop- in all, this book offers a comprehensive collection management. Library media ment, including fund-raising ideas. This compendium of ideas from which librar- specialists, public librarians, and teach- is an approachable, ninety–five–page ians will be able to make choices that fit ers can use this guidebook to address handbook, packed with great informa- their own community’s needs. how their library’s books interact, com- tion. It acts as a road map for library plement, and fully support the learning trustees to begin a successful leadership

Summer/Fall 2005 • Children and Libraries 55 Book Reviews experience with their public library. A bookstores operate and how some of libraries; photographs help clarify what recommended addition to the reference those ideas might appropriately cross is being described. Libraries are encour- shelf of public libraries throughout the over to libraries. Retailers have allocated aged to identify local needs, utilize staff United States, this book is also a good a lot of time and resources on market talent, and create a customer-respon- resource for the library director to give research so they can attract and retain sive library. Centering on the customer to new trustees. customers. How can libraries likewise can help place the library squarely at lure patrons and entice them to linger? the center of the community’s life. This Woodward, Jeannette. Creating the Many of the suggestions are low-cost or book, filled with practical tips, will help Customer-Driven Library: Building no-cost; the ideas center on showcasing libraries achieve this goal. & on the Bookstore Model. services more than on mak- Chicago: ALA, 2004. 256p. ing costly facilities changes. Kathryn Miller is an academic librarian $38. ISBN 0-8389-0888-8. In fact, it is “customer service” at National-Louis University in Evanston, that drives this book. Illinois. She completed her work as a certi- Why are people flocking to fied public school librarian at Dominican bookstores and spending The book covers strategies University. hours there? How do book- such as focusing on the bot- stores establish an ambience tom-line, using technology Junko Yokota is a professor of educa- that is conducive to leisurely to enhance services, estab- tion at National-Louis University. She perusing? How do they market lishing ambience, creating completed her school library certification their books? These and many signage, using effective pro- at The University of North Texas and other questions are explored motion and publicity, and was a librarian in Arlington, Texas. She in this well-written book that locating resources. Examples has been a library patron, a librarian, a offers insights on how highly successful are drawn from real bookstores and library consultant, and a library trustee.

OUTGOING PRESIDENT’S MESSAGE, continued from page 3 Preparing a Best Practices Piece for Children and Libraries to the committees for implementation. ing its recommendations. This task force Fox stressed that providing open access resulted directly from member concerns Whenever children’s librarians get to common information helps create a emphatically expressed at the leadership together, the conversation usually successful relationship based on trust and meeting at Annual Conference 2004. I turns to discussions of favorite books, transparency between the ALSC board can’t wait for the reaction from the ALA new or old, or some new service. and staff and its members. This orienta- Committee on Accreditation. This curric- When it’s suggested that someone tion set the bar high for ALSC leadership. ulum will not include instruction on how turn that information into an article to make story time nametags in the shape for Children and Libraries, often the The board is responding to Fox’s chal- of teddy bears or apples; it will reflect the response is “Who me?” “I can’t write,” lenge as we focus on several major initia- professional competencies expected of or “I don’t have the time.” tives to energize the division. The revision contemporary children’s librarians. of ALSC strategic directions is on the The CAL Advisory Board is here to tell table. The board and task force charged As I started to think about this final col- you, “Yes you can!” We’re looking for with the revision are working with con- umn of my presidency, I planned to reflect articles of two hundred to five hun- sultants from Tecker Consultants to align on the past year, but there’s no time. dred words sharing your successes, our long-range plan with ALA Ahead to ALSC is moving rapidly ahead with an your improvements on old ideas, or 2010. Complete information about ALA invigorating agenda. Every committee is even good ideas that needed some Ahead to 2010 is available at www.ala. thoroughly engaged in the business of the adjusting. org/ala/ourassociation/governingdocs/ association. Annual Conference attend- aheadto2010/aheadto2010.htm. You will ees had a plethora of well-planned and Here are a couple of tips to getting have the opportunity to review the ALSC presented ALSC programs vying for their published in CAL: plan as it develops. attention. An energetic president, Ellen Fader, has just taken office while new ■ If you had to write up a summary The ALSC @ your library task force board and committee members bring report for your supervisors or a will unveil the division’s exciting new their perspectives to the division’s busi- grant, you’ve already written the national advocacy campaign soon. The ness. I shall have become a past president! meat of the article. focus is on how libraries support stu- But I expect to continue working with dents’ school successes. The task force you as this amazing association of like- ■ Compose the article with a charged to develop the dream graduate minded people boldly moves forward, coworker or friend—you’ll both library school curriculum for prospective building on our tradition and anticipating see your names in print. children’s librarians will also be releas- exciting challenges. We are the best! &

56 Summer/Fall 2005 • Children and Libraries ALSC News

income from the Bill Morris Endowment summer reading program in a public Board major actions to fund $2,500 for 2006 preconference library. The committee encourages speakers and $3,000 for leadership train- proposals with innovative ways to Electronic actions ing by Tecker Consultants at Midwinter encourage involvement of children 2006; and the use of $2,500 from the with physical or mental disabilities. The following actions were voted on by Friends of ALSC to fund 2006 preconfer- the board via the ALSCBoard electronic ence speakers. Funding sources will be ■ ALSC/Sagebrush Education Resour- discussion list. The month and year of the recognized in the publicity and market- ces Literature Program Grant. This vote is in parentheses after each action. ing pieces for designated events. award, made possible through an annual grant from Sagebrush Voted, to co-sponsor in name only a Voted, to charge the Membership Education Resources, provides a program on Best Practices for Library Committee with the development of grant of $1,000 to support an ALSC Accessibility and Universal Design membership promotional materials with member’s attendance at the 2006 to be presented by the Association of a budget of $800. The ALSC Membership Annual Conference in New Orleans. Specialized and Cooperative Library Committee chair will discuss YALSA’s The award is given to a children’s Agencies at the 2005 ALA Annual membership development strategies librarian who has developed and Conference in Chicago (May 2005). with the YALSA Membership Committee implemented a unique reading or lit- chair and work with John Chrastka, ALA’s erature program for children (infants To become a “read only” subscriber to Membership Marketing Manager. through age 14) that brings children ALSCBoard and stay on top of the news, and books together to develop life- visit www.ala.org/alsc and click on the Voted, to add the following to the Friends long reading habits. “Stay Connected” graphic near the bot- of ALSC donation solicitation card: a tom of the page. Belpré Endowment designation (pend- ■ Bechtel Fellowship. Midcareer librar- ing REFORMA’s approval), and a mem- ians with a minimum of eight years bership designation to ascertain whether experience working with children Annual Conference 2005 actions a donor is a member of ALSC, REFORMA, are encouraged to apply for a Louise or “other.” Seaman Bechtel Fellowship to finance Voted, to support the development a month of study at the Baldwin of the ALSC @ your library Advocacy Library of Historical Children’s Liter- Campaign with a budget of $10,000 ALSC seeks award applicants ature at the University of Florida in spread over the current fiscal year and Gainesville. The $4,000 fellowship is the 2006 fiscal year. ALSC is seeking nominations and appli- for travel and living expenses during cations for its professional grants and the period of study. A mentor will be Voted, to approve a Children’s Science awards: assigned upon request. Programming Award. ■ ALSC/BWI Reading Program Grant. ■ Distinguished Service Award. ALSC Voted, to approve the establishment of a The $3,000 ALSC/BWI Reading members are invited to nominate one student rate for the 2006 ALSC National Program Grant is designed to encour- of their fellow members to be the Institute in Pittsburgh and also the estab- age outstanding summer reading recipient of the ALSC Distinguished lishment of a higher registration rate for program development by providing Service Award, which recognizes a late registrants. funding to implement such a pro- member who has made significant gram. The applicant must plan and contributions to and had an impact on Voted, to approve: the use of interest present an outline for a theme-based library services to children. Nominees

Summer/Fall 2005 • Children and Libraries 57 ALSC News may be practicing librarians in a pub- [email protected]. gestions with full bibliographic lic or school library, a library or infor- information to Caroline Ward at mation science educator, a member of ■ The Caldecott Medal is given to the [email protected]. the library press, or an editor or other illustrator of the most distinguished employee of a publishing house. The American picture book for children. ■ The Laura Ingalls Wilder Award is individual may be active or retired. Please send recommendations with given in alternate years to an author The recipient receives $1,000 and an full bibliographic information to or illustrator whose books, published engraved pin at the ALSC member- Gratia J. Banta at [email protected]. in the United States, over a period ship meeting during the ALA Annual of years, made a substantial and Conference. ■ The Sibert Medal, sponsored by lasting contribution to literature for Bound to Stay Bound Books, and children. Please send suggestions for ■ Penguin Young Readers Group Aw- named in honor of the company’s the 2007 award to Roger Sutton at ard. This award consists of four $600 longtime president Robert F. Sibert, is [email protected]. awards presented to children’s librar- given to the author of the most distin- ians to enable them to attend the ALA guished informational book for chil- Annual Conference for the first time. dren. Please send recommendations Pittsburgh hosts ALSC The 2006 Annual Conference will be with full bibliographic information to held in New Orleans. The recipi- Kathy Simonetta at ksimonetta@itpld. The 2006 ALSC National Institute will be ents must be ALSC members, work lib.il.us. held at the Hilton Pittsburgh, September directly with children, and have one 14–16, 2006. Plan to join us for this to ten years of library experience. ■ The Pura Belpré Award, cosponsored biennial event that features stimulat- by ALSC and REFORMA, is presented ing continuing education workshops; ■ Maureen Hayes Author/Illustrator to a Latino/Latina writer and illustra- engaging speakers, including top-name Visit Award. Established in 2005 tor whose work best portrays, affirms, children’s book authors and illustrators; with funding from Simon & Schuster and celebrates the Latino cultural and professional networking opportuni- Children’s Publishing to honor experience in an outstanding work ties. According to attendee evaluations, Maureen Hayes, former director of of literature for children and youth. the 2004 institute in Minneapolis was library services for Atheneum, this Please send suggestions with full bib- a resounding success! Don’t miss your award pays the honorarium and liographic information to Barbara chance in 2006 to reenergize and enjoy travel for an author or illustrator’s Scotto at barbara_scotto@brookline. the camaraderie of library colleagues. As visit to a library. Maximum amount mec.edu. institute plans progress, information will of the award is $4,000. The award will be shared on ALSC-L discussion list and be given for three years, beginning in ■ The Andrew Carnegie Medal, sup- the ALSC Web site. 2006. ported by an endowment from the Carnegie Corporation of New York, For more information about each award honors an outstanding video pro- Great Reads or to download award applications, visit duction for children. Please send the ALSC Web site at www.ala.org/alsc suggestions with full bibliographic ALA’s Guide to Best Reading in 2005 (from and click on Awards & Scholarships— information to Susan Pine at spine@ ALSC, Booklist, RUSA, and YALSA) was Professional Awards. To request a form nypl.org. released last spring. The guidebook by mail, send a postcard to ALSC, 50 E. includes such reading lists as “Notable Huron St., Chicago, IL 60611; or e-mail ■ The Mildred L. Batchelder Award is Children’s Books,” “Notable Books,” [email protected]. Deadline for all profes- a citation given to an American pub- “Editor’s Choice,” and “Best Books for sional award applications is December lisher for a children’s book considered Young Adults.” The materials are cam- 1, 2005. to be the most outstanding of those era-ready and can be used to create books originally published in a foreign brochures and bookmarks for unlimited language in a foreign country and sub- distribution. The price is $34.95 (non- Your suggestions welcome sequently translated into English and members); $31.45 (ALA members). To published in the United States. Please order, visit the ALA Store online at www. ALSC members are welcome to suggest send recommendations with full bib- alastore.ala.org. titles for the 2006 media awards and for liographic information to Karen Breen the 2007 Wilder Award. at [email protected]. New home for El Día ■ The Newbery Medal is given to the ■ The Theodor Seuss Geisel Award author of the most distinguished is given to the authors and illustra- ALSC is now the national center for contribution to American literature tors of the most distinguished con- El día de los niños/El día de los libros for children. Please send recom- tribution to the body of American (Day of the Child/Day of the Book), also mendations with full bibliographic children’s literature known as begin- known as Día. Through a grant from information to Barbara Barstow at ning reader books. Please send sug- the W. K. Kellogg Foundation, ALSC will

58 Summer/Fall 2005 • Children and Libraries ALSC News annually coordinate with other national El día de los niños/El día de los libros at a Canadian university, the University organizations, including REFORMA— is an enhancement of Children’s Day, of British Columbia. She also was the first the National Association to Promote which began in 1925 as a result of the children’s literature critic from Canada Library and Information Services to first World Conference for the Well Being to be recognized internationally. Egoff Latinos and the Spanish-Speaking, to of Children in Geneva, Switzerland, and delivered the 1979 May Hill Arbuthnot promote the celebration. was designated as a day to bring atten- Honor Lecture. tion to the importance and well-being of ALSC plans to initiate communication children. It was designated by the United and education efforts that promote Día Nations as November 20, by Unicef as Brown Resigns to families across the United States. The April 23, and by Mexico as April 30 (Día new grant will fund education programs, del Niño), to name a few. In 1996 Pat After four years of service, Malore I. Web site design and maintenance, a tenth Mora, acclaimed author of books for Brown resigned in July from her position anniversary Día celebration in 2006, and children and adults, proposed linking as ALSC executive director to pursue national mailings. Previous funding from the celebration of childhood and chil- other opportunities. During her time at the Kellogg Foundation was used to cre- dren with literacy. ALSC, Brown presided over two suc- ate and distribute brochures in English cessful ALSC National Institutes in 2002 and Spanish and create a universal state- “How exciting that ALSC is welcoming and 2004, and has been instrumental wide model and tools for librarians. the family literacy initiative El día de in the early planning stages of the 2006 los niños/El día de los libros! ALA and a institute. She oversaw ALSC’s transi- Día brings together children, books, lan- nation of committed librarians—what a tion to a new division journal, Children guages, and cultures. It is both a daily grand home!” Mora said. and Libraries, and an updated logo and commitment and an annual celebra- identity. She wrote successful grant pro- tion every April 30 of the joys and won- For more Día information and resources, posals, which led to the creation and ders of childhood and the importance including a list of bilingual children’s production of El día de los niños/El día de of literacy in the lives of families. Día’s books, visit the ALSC Web site at www. los libros brochures in both English and vision is to spread “bookjoy” every day ala.org/alsc and the Texas Library Spanish, and to the selection of ALSC as by linking children from all languages Association at www.texasdia.org. the national home for the annual Día and cultures with books and celebrating observation. together across the country on April 30. Its goals are to honor children, their lan- Egoff Remembered Brown cultivated preexisting relation- guages, and culture; to encourage read- ships between ALSC and organizations ing and literacy; and to promote library Sheila Agnes Egoff died on May 22, 2005. such as PBS and First Book, and fos- collections and programs that reflect our Over her long career, she served as a chil- tered new relationships with The Boys plurality. dren’s librarian, professor of children’s and Girls Clubs of America, National literature, and critic and advocate of chil- Kids Day, and Toon Disney. She served “April 30, and every day, is a day to cel- dren’s literature. Egoff graduated from as ALA staff liaison for the Children’s ebrate childhood and books in all our the University of Toronto and worked Book Council/ALA Joint Committee lives,” said outgoing ALSC President at the Children’s Room of the Toronto and on the First Book Advisory Council. Gretchen Wronka. “ALSC is proud to Public Library. She was instrumental in She fostered a collegial, communica- be the center for Día activities, and bringing the British Osborne Collection tive, and productive atmosphere in the we look forward to partnering with of Early Children’s Books to the Toronto ALSC office. We wish her great success REFORMA and other organizations on Public Library and was the collection’s in all her future endeavors. & those activities. We thank the Kellogg first curator. Egoff was the first full-time Foundation for its support.” tenured professor of children’s literature

Index to Advertisers

ALSC ...... 19, 63 Harcourt ...... 28 BWI-Follett ...... cover 4 Hyperion ...... cover 3 Farrar, Straus, and Giroux ...... cover 2 Puppet Universe ...... 17

Summer/Fall 2005 • Children and Libraries 59 ALSC Officers

President Ellen G. Fader, Multnomah County Library, 205 NE Russell St., Portland, OR 97212 Phone: (503) 988-5408; Fax: (503) 988-5441; E-mail: [email protected]

Vice-President/ Kathleen T. Horning, Cooperative Children’s Book Center, 600 N. Park St., 4290 Helen C White Hall, President-Elect Madison, WI 53703-3569; Phone: (608) 263-3721; Fax: (608) 262-4933; E-mail: [email protected]

Past-President Gretchen M. Wronka, Hennepin County Library, 12601 Ridgedale Dr., Minnetonka, MN 55305 Phone: (952) 847-8546; Fax: (952) 847-8653; E-mail: [email protected]

Division Councilor Kathy Toon, State Library and Archives of Florida, 500 S. Bronough St., Tallahassee, FL 32399-6504 Phone: (850) 245-6641; Fax: (850) 922-3678; E-mail: [email protected]

Interim Executive Aimee Strittmatter, ALA, 50 East Huron St., Chicago, IL 60611 Director Phone: (312) 280-2162; Fax: (312) 944-7671; E-mail: [email protected]

ALSC Board of Directors

2006 Carol Edwards, Phillip S. Miller Library, Douglas County Library, 100 S. Wilcox, Castle Rock, CO 80104 E-mail: [email protected]

Molly S. Kinney, Nova Southeastern University, Alvin Sherman Library, Research, and Information Technolody Center 3100 Ray Ferrero Jr. Blvd., Fort Lauderdale, FL 33314; Phone: (954) 262-4639; Fax: (954) 262-3805; E-mail: [email protected]

Judith O’Malley, Charlesbridge Publishing, 85 Main St., Watertown, MA 02472; Phone: (617) 926-0329; Fax: (617) 926-5720; E-mail: [email protected]

2007 Jane B. Marino, Bronxville Public Library, 201 Pondfield Rd., Bronxville, NY 10708-4828; Phone: (914) 337-7680; Fax: (914) 337-0332; E-mail: [email protected]

Rose V. Treviño; Houston Public Library; 500 McKinney St.; Houston, Texas 77002-2530; Phone: (832) 393-1398; Fax: (832) 393-1370; E-mail: [email protected]

2008 Starr LaTronica, Four County Library System, 304 Clubhouse Rd., Vestal, NY 13850; Phone: (607) 723-8236, x350; Fax: (607) 723-1722; E-mail: [email protected]

Kathryn McClelland, Perrot Memorial Library, 90 Sound Beach Ave., Old Greenwich, CT 06870-1460; Phone: (203) 637-8802; Fax: (203) 637-3876; E-mail: [email protected]

Pat Scales, South Carolina Governor’s School of the Arts, 15 University St., Greenville, SC 29601; Phone: (864) 282-3694; Fax: (864) 241-1270; E-mail: [email protected]

60 Summer/Fall 2005 • Children and Libraries INCOMING PRESIDENT’S MESSAGE, continued from page 4

For ALSC, it does appear to be the best new members who bring fresh energy to learn new skills through our publications of times. Our office is completely staffed our work. Task forces are creating or revis- or conference programs; and make new for the first time in over a year and a half. ing manuals so that committees can work friends as you serve on a committee— Our staff is poised to help our member efficiently and exploring new concepts there are even ways to contribute as a leaders develop and implement a new such as creating a mentoring network to “virtual” committee member if you can- strategic plan that parallels ALA’s Ahead help new ALSC members feel at home. not attend Annual Conference. Let your to 2010 plan, which is scheduled to be vision and voice be heard by telling your adopted at the 2005 Annual Conference. We have started planning for the next board or office staff how you want to see Deputy Director Aimee Strittmatter, who National Institute in the fall 2006 in ALSC grow in the next year. Finally, we joined our staff in April, will be devising Pittsburgh. Your newly elected officers, can all bring a sense of perspective and new ways to bring continuing education who join the ALSC Board at the end of the humor to these tasks. Remember, when it to those who want to improve their skills 2005 Annual Conference, offer commit- seems to be the worst of times, the best of in working with children. I’ve joined your ment and the energy to make ALSC the times is right around the corner. & last two presidents in peppering our many best it can be. ALSC’s greatness rests in committees and task forces with bright its members, so get or remain involved;

GEISEL, continued from page 41

Applying the guidelines, books published reflect the importance of illustration for be much more than a teaching tool. The as picture books and easy readers are beginning readers, and the award will be committee will be looking for a book that, eligible, if they function successfully as given to both the author and illustrator. because of its creativity and artistic merit, beginning readers. can be considered an outstanding contribution to children’s literature. Schulman recalled that Geisel always Klimo said, “A beginning reader functions insisted that every noun and action be as a tool to help children learn to read, but We think Dr. Seuss would be pleased. & depicted in the art. “He wanted the art Ted Geisel elevated it to an artistic tool.” to function as clues to the text, to rein- While beginning readers, by definition, For more details on the Theodor Seuss force the content of the text,” Schulman have the practical job of helping children Geisel Award, visit www.ala.org/ala/alsc said. So it is fitting that the award criteria learn to decode, a beginning reader can under “Awards and Scholarships.”

NEWBERY ACCEPTANCE, continued from page 8

I cried. I ranted. I raged. I wanted that I’ve moved many times in my life. winners. I believe what we all have in book. Finally my parents decided that my Whenever I move to a new place, I call the common with one another and with mother, who’d taken typing in high school phone company and the gas company. I everybody in this room is that we search and owned an old manual typewriter she don’t like to drive so I figure out the trans- out libraries like heat-seeking missiles. practiced on, should type up the book portation system. And I figure out where And another thing we have in common: before we returned it. I still remember the nearest library is. our parents could not have afforded to the Xs all over her typing errors. A few buy us all the books we read as children. years later I got a Christmas gift from my I read voraciously until I finished eighth Our parents walked across the doorway family. It was a notepad with the Lucy grade. Then I hardly read at all for three of that first library holding our hands character from Peanuts. A frown furrowed years. I look back on 1973, the year I because they knew our futures resided Lucy’s brow. The caption read, “No one dropped out of school, with the belief in that building, as I believe the futures understands us crabby people.” That gift that libraries cannot just change your of my son and indeed of all Americans proves that somebody did understand life but save it. Not the same way a Coast reside in those buildings. me. So I really need to thank my family Guardsman or a police officer might save for their understanding, and I hope that a life, not all at once. It happens more Libraries fed our passion as children, and I’ve returned it. slowly, but just as surely. feed it still. &

I also have to thank my dog Shika, who lies I started out tonight by discussing what by my side every moment that I write. distinguished me from other Newbery

Summer/Fall 2005 • Children and Libraries 61 Get Your Name in Print Submit an Article to Children and Libraries

Children and Libraries (CAL) is the official “The Last Word” is an end-page feature that returns between paragraphs. Number all publication of the Association for Library will run in each issue and highlight brief, pages. Service to Children (ALSC), a division of the light, or humorous essays from children’s Use a minimal amount of formatting in American Library Association (ALA). CAL librarians, such as: a humorous story about files. Specialized formatting may be lost in is the vehicle for continuing education of a library experience; a short trivia quiz or translation from one program to another; librarians working with children, and show- puzzle about children’s literature; a brief, mark specialized formatting with text cases current research and practice relating creatively written insight on library service, instructions, such as . Do not use to library service to children and spotlights children’s literature, or programming; a very the automatic footnote/endnote feature on significant activities and programs of the short question-and-answer interview with your word processing program; create end- association. a popular author; a funny story about what notes manually at the end of the article. kids are overheard saying in libraries. “The If sending a disk, label it with the first Last Word” will be a place for children’s author’s name and all file names. Manuscript Consideration librarians to share these stories and get their name in print. Please send your ideas or Submit manuscripts that are neither under Writing and Bibliographic Style finished stories to the editor. consideration nor accepted elsewhere. Send Attach a cover sheet indicating the title of four copies of the manuscript to the CAL Children and Libraries follows the 15th edi- the article and the full name, title, affiliation, editor at the address below. (One copy if tion of The Chicago Manual of Style. Authors phone number, fax number, e-mail address, sending by e-mail.) Editor will acknowledge are responsible for accuracy in the man- and complete mailing address of the first receipt of all manuscripts and send them to uscript, including all names and citations. author. Include a 200-word abstract. at least two referees for evaluation. Accepted Editor may revise accepted manuscripts for Place tables on separate pages. Notations manuscripts with timely content will have clarity, accuracy, and readability, consistent should appear in text for proper table and scheduling priority. with publication style and journal audience. figure placement (e.g., “insert table 1 here”). Provide a title and caption for each table Manuscript Preparation and figure. Address Supply charts and graphs as spreadsheet For information on formatting your manu- programs or as graphics (TIFFs or high- Send correspondence and manuscripts to script, editorial style, guidelines for text and resolution JPEGs). Camera-ready copy is also Sharon Korbeck Verbeten, CAL editor, via art, and copyright forms, contact the editor acceptable. You need not provide graphs in e-mail to [email protected]. at the address given. final form. If you prefer, you may provide a For citations, use endnotes as described rough version, or even a sketch. If so, please in the 15th edition of The Chicago Manual of mark all data points clearly. We will create Style, sections 16–17. the graphic. You will have a chance to review Submit manuscripts and text (includ- the graphic when you review your typeset ing references, tables, notes, and bibliog- pages during the proofing stage. raphies) to the editor by e-mail as a rich Photos can also be included with man- text or Microsoft Word file attachment, copy uscript. Color or black and white the text directly into the body of an e-mail photos are acceptable. message, or send on a CD. Illustrative We also can material (such as high-resolution digital accept digital images) MUST be sent via CD. CDs must be images of at PC-formatted. least 300 dpi resolution. (Pict- Full length features (e.g., scholarly, research ures from the and “best practice” articles): fifteen to Web are not of twenty pages, double-spaced. sufficient quality Short features (e.g., interviews with for printed mate- authors, librarians, or others involved rial because their with library service to children): three to resolution is too ten pages, double-spaced. low.) Photos will be The Last Word: 500–750 words, double- returned to author(s) spaced. after publication. Submit either Long and short features should be well Microsoft Word or researched with themes relevant and of WordPerfect files. Double- interest to children’s librarians and all those space the entire manu- involved and interested in library service to script, including quotes and children. references. Insert two hard

62 Summer/Fall 2005 • Children and Libraries SAVE THE DATE

Friday, January 20, 2006 9:00 a.m. ––– 5:00 p.m The Fun and Facts of Early Literacy: Communicating with Parents and Caregivers Through Storytime

Keep the joy of storytime as you share early literacy information with the parents and caregivers who attend them. Develop storytimes (newborn to age five) incorporating research, information, and activities promoting early literacy development based on the Every Child Ready to Read @ your library® project. Enhance your storytimes and learn to articulate to staff, administrators, partners, and funders how storytimes support early literacy. Speakers are Saroj Ghoting, early childhood literacy consultant, and Pamela Martin-Diaz, branch manager, Allen County (Ind.) Public Library, Shawnee Branch.

**************************** Join ALSC for this pre-Midwinter special event in San Antonio, Texas. Advance registration fee: $175, ALSC members; $220, ALA members; $255, non-members; and $120, students/retirees. Limited onsite registration will be available for $270.

ALA online registration begins September 1, 20052005, at www.ala.org. Advance registration closes December 12, 2005.

For more info on ALSC’s Midwinter schedule, visit www.ala.org/alsc, click on “Events & Conferences.” SILLY STORY TIME GAFFE LEADS TO LAUGHS BY ANGELA REYNOLDS

laying with language and rhymes is one of my A few years ago, I tried the rhyme at a preschool for favorite ways to engage children at story time. I love twenty-five three- and four-year-olds. They all did it along Pintroducing children to new words, and I like to use with me and were sitting very sweetly, hands in their laps, little fingerplays at story time. when I asked, “Do you know what spectacles are?”

These are Grandma’s spectacles. A little boy in the back immediately and enthusiastically raised his hand and yelled out “I know! They are right This is Grandma’s hat. under your ‘Wally!’” It took me a moment to realize his malapropism, but when I did, I’m sure my face turned red This is the way she folds her hands. as I stumbled around and said, “Actually, ‘spectacles’ is an old-fashioned word for glasses.” And puts them in her lap. Fortunately, I was nearly I do story times in childcare finished with story time centers and in-home child- because when I got to my cares, so I rarely see the same car, I laughed heartily; it children. As a traveling out- was at least ten minutes reach librarian, I reach many before I could drive back children. to the library.

To introduce this rhyme, And so I learned several I do it once with the kids. things that day—I learned For the first line, you make what a “Wally” is, and I circles over your eyes for learned the fine art of the spectacles, put your controlling hysterical hands on your head for the laughter to save the ten- hat, and then place your Spectacles or Wally? der ego of a child learn- hands in your lap. After I ing vocabulary. Several of do the rhyme once, I ask, the young teachers in the “Do you know what spectacles are? That’s an old- classroom were unable to control their laughter, however, fashioned word!” And often, a few kids will yell out, and the boy was embarrassed—not at his mistake, but “Glasses!” because they were laughing at him.

Often, they’ve figured out the definition of the word by To this day, I have not been able to use that rhyme because the hand motions rather than actually knowing what it I’m afraid I’ll goof up and give Grandma the manhood she means. And so we say “spectacles” together and then do never had! & the rhyme again. Angela J. Reynolds is head of children’s and YA services at Annapolis Valley Regional Library in Nova Scotia, Canada.

Got a great, lighthearted essay? A funny story about children and libraries? Books and babies? Pets and picture books? A not-so-serious look at the world of children’s librarianship? Send us your Last Word to Sharon Korbeck Verbeten at [email protected].

64 Summer/Fall 2005 • Children and Libraries