DOCSLIB.ORG

Centro Teaching Guide Pura Belpré

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Centro Teaching Guide Pura Belpré Centro Teaching Guide Pura Belpré: Prepared by Victoria Núñez, Ph.D, Education Consultant Table of Contents I. Introduction II. Curriculum Map that includes suggested K-12 learning activities III. Discussion Questions IV. Pura Belpré Biographical Essay V. Background historical essay VI. Bibliography I. Introduction to teaching lessons that address the life, work and writing of Pura Belpré Pura Belpré was a Puerto Rican storyteller and folklorist. She built on her love of stories in her career as a librarian at the New York Public Library and as an author. This teaching guide presents a curriculum map for K-12 educators that assumes students will view the documentary about the life and work of Pura Belpré entitled Pura Belpré, Storyteller, and read some of her fiction. As a result of studying about her life, students will understand how Belpré contributed to children’s education and literacy development in New York. A selection of texts that an instructor could use are listed below and are followed by links to those that can be found in the New York Public Library catalogue. A more complete bibliography of Belpré’s published texts and to texts about her can be found at the end of this teaching guide. The learning objectives of this teaching guide include cross-cultural awareness (students develop an awareness of cultures from around the U.S.),increased historical awareness of the early twentieth century and increased literacy and literary skills. Suggested standards from the Common Core State Standards (CCSS) for English Language Arts and Social Studies are included at the end of this introductory essay. The curriculum and learning activities suggested are developed to respond to 2 essential questions. An essential question is broad enough that it can be used across multiple curriculum units during a semester or even for a whole school year. Thus, the reader will notice that the following two essential questions do not reference Belpré directly. Essential Q#1: What do we know about the folklore carried to the U.S. by different immigrants/migrants and that of indigenous people in the U.S.? Q#2: Migrants and immigrants contribute to the culture of their country in multiple ways. What are the contributions of Puerto Rican migrants to the cultural, intellectual and daily life of cities in which they settled such as New York City? Although teaching today involves the use of many questions, a curriculum map will typically not include all of the central questions a teacher will use with students. Similar to essential questions, enduring understandings refer to the broader themes under study and less to the exact knowledge about an individual, an historical era or a cultural movement. Thus, the suggested enduring understandings don’t refer specifically to Belpré. Students will learn about many notable individuals during the course of their education and can’t possibly remember all of them. Rather, it is envisioned that students will advance their conceptual understandings of Puerto Rican communities in the States, culture and folklore. Suggested student activities include: in-class read alouds by the teacher; in-class silent reading; reading assigned for at home reading; reading journals; in-class journal writing in response to prompts posed by the teacher; dramatizing one of Belpré’s stories; the collection of artifacts from student projects into a portfolio and a reflective writing assignment based on students’ portfolios. Texts used for this teaching guide include: 1) Pura Belpré, Storyteller. Documentary. Produced Centro de Estudios Puertorriqueños, Dir. Eduardo Aguiar. 2) Perez and Martina, A Portorican Folktale. http://nypl.bibliocommons.com/item/show/17284517052_perez_and_martina 3) Martina, The Beautiful Cockroach by Carmen Agra Deedy http://nypl.bibliocommons.com/item/show/16798329052_martina,_the_beautiful_cockro ach 4) “The Folklore of the Puerto Rican Child.” Unpublished essay available online. The Pura Belpré Papers, Archives of the Puerto Rican Diaspora. Centro de Estudios Puertorriqueños, Hunter College, CUNY. http://centropr.hunter.cuny.edu/prwriters/pb-papers.html For K-12 teachers, this teaching guide responds to the following Common Core State Standards (CCSS): Reading Standards for Literature, Grades 11-12 -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. -Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another Reading Standards for Informational Texts Grades 11-12 -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. -Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. High School ELA/History-Social Studies: -Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address questions or solve a problem. Grades K-5 English Language Arts: -Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. -Analyze how and why individuals, events, and ideas develop and interact over the course of a text -Analyze how a particular chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot. II. Curriculum Map that includes suggested K-12 learning activities Reading & Writing Levels: Developed by: Victoria Upper Elementary, Nunez, Ph.D. for the Middle and High School. Center for Puerto Rican Studies, 2012 Essential Question(s) Enduring Essential Knowledge (K), Assessments: Formative Understandings Concepts© and Skills (S) (F) and Summative (S) After this unit of study: (An essential question is broad enough that it can be Puerto Rican migrants Initial diagnostic used across multiple have contributed to ungraded: KWL curriculum units, and even U.S. society and Students will know (K): chart: What do we for a whole school culture in a variety of know about Puerto ways. Belpré was one Rico and Puerto semester/year) of the most Ricans in the U.S.; professionally Pura Belpré’s most watch accomplished Puerto significant documentary; then Rican migrants of her contributions to answer, what do What do we know about time. She found a folklore of the U.S. we want to know the folklore carried to career as a Belpre’s contributions more about (F); the U.S. by different professional librarian to children’s Brief recorded immigrants/migrants in the NYPL in the education in New York observations of and that of indigenous early years that City students’ people in the U.S.? librarianship for public the people, places participation in libraries and thus and events that whole group and contributed to influenced Belpre’s small group Migrants and creative activities life and her activities and follow immigrants contribute carried out by public development as a up individual to the culture of their libraries. She was professional; feedback;(F) country in multiple among the first Puerto Puerto Rican folklore Journal writing in ways. What are the Ricans in the States to was carried to the response to contributions of Puerto write and publish States by Puerto Rican prompts: (F) Rican migrants to the books in English in the migrants. Students will Performance task: cultural, intellectual and early period of Puerto learn some folklore Dramatize one of daily life of cities in Rico’s status as a U.S. that is familiar to Belpré ’s stories or which they settled such territory. Stateside Puerto a scene from a as New York City? Ricans, as well as story in a small other U.S. Latinos and group; (S) those from Spain; Portfolio with at Migration is a central least 3 artifacts experience for drawn from The study of culture Stateside Puerto learning activities includes the study of Ricans in part because and a student letter folklore. Folklore is an it is relatively easy to written to the important aspect of travel from Puerto teacher reviewing human culture around Rico to the U.S. and the portfolio; (S) the world although it also because the Sample Artfiact #1: is underappreciated in majority of Puerto complete KWL the western world Rican migration chart,; (S) and is considered occurred relatively Sample Artifact #2: most commonly a part recently; Write a script that of children’s culture. Students will understand guides the drama; these concepts (c): (S) Artifact #3: Students Folklore: Folkloric students’ article on understanding of stories are told over Belpre; (S) folklore will be and over again and Sample Artifact #4: advanced, specifically are so familiar to a Assessment of in understanding culture that they may students’ drama; folklore as a literary not appear in a book. (S) genre. They will learn Migration: Migration how folkloric stories is a term describing differ from other Teacher and Classroom human travel from fictional texts. place to place for a Resources purpose other than leisure (i.e. a vacation). Examples include travelling in Pura Belpré , order to work, attend Storyteller school or gain training (documentary). Strategies
Load more

Recommended publications
  • Children's Books & Illustrated Books
    CHILDREN’S BOOKS & ILLUSTRATED BOOKS ALEPH-BET BOOKS, INC. 85 OLD MILL RIVER RD. POUND RIDGE, NY 10576 (914) 764 - 7410 CATALOGUE 109 ALEPH - BET BOOKS - TERMS OF SALE Helen and Marc Younger 85 Old Mill River Rd. Pound Ridge, NY 10576 phone 914-764-7410 fax 914-764-1356 www.alephbet.com Email - [email protected] POSTAGE: UNITED STATES. 1st book $8.00, $2.00 for each additional book. OVERSEAS shipped by air at cost. PAYMENTS: Due with order. Libraries and those known to us will be billed. PHONE orders 9am to 10pm e.s.t. Phone Machine orders are secure. CREDIT CARDS: VISA, Mastercard, American Express. Please provide billing address. RETURNS - Returnable for any reason within 1 week of receipt for refund less shipping costs provided prior notice is received and items are shipped fastest method insured VISITS welcome by appointment. We are 1 hour north of New York City near New Canaan, CT. Our full stock of 8000 collectible and rare books is on view and available. Not all of our stock is on our web site COVER ILLUSTRATION - #377 - Beatrix Potter Original Art done for Anne Carroll Moore #328 - Velveteen Rabbit - 1st in dw #305 - Rare Cold War moveable #127 - First Mickey Mouse book #253 - Lawson Ferdinand drawing sgd by Leaf #254 - Ferdinand 1st edition signed in dw Helen & Marc Younger Pg 3 [email protected] ABC MANUSCRIPT WITH BOOK, DRAWINGS AND DUMMY RARE TUCK RAG 1. ABC.ABC MANUSCRIPT. Offered here is a fantastic group of items comprising “BLACK” ABC the various phases of the development of a book from rough dummy to published work.
    [Show full text]
  • A Narrative of Augusta Baker's Early Life and Her Work As a Children's Librarian Within the New York Public Library System B
    A NARRATIVE OF AUGUSTA BAKER’S EARLY LIFE AND HER WORK AS A CHILDREN’S LIBRARIAN WITHIN THE NEW YORK PUBLIC LIBRARY SYSTEM BY REGINA SIERRA CARTER DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Policy Studies in the Graduate College of the University of Illinois at Urbana-Champaign, 2016 Urbana, Illinois Doctoral Committee: Professor James Anderson, Chair Professor Anne Dyson Professor Violet Harris Associate Professor Yoon Pak ABSTRACT Augusta Braxston Baker (1911-1998) was a Black American librarian whose tenure within the New York Public Library (NYPL) system lasted for more than thirty years. This study seeks to shed light upon Baker’s educational trajectory, her career as a children’s librarian at NYPL’s 135th Street Branch, her work with Black children’s literature, and her enduring legacy. Baker’s narrative is constructed through the use of primary source materials, secondary source materials, and oral history interviews. The research questions which guide this study include: 1) How did Baker use what Yosso described as “community cultural wealth” throughout her educational trajectory and time within the NYPL system? 2) Why was Baker’s bibliography on Black children’s books significant? and 3) What is her lasting legacy? This study uses historical research to elucidate how Baker successfully navigated within the predominantly White world of librarianship and established criteria for identifying non-stereotypical children’s literature about Blacks and Black experiences. ii ACKNOWLEDGEMENTS Philippians 4:13 New Living Translation (NLT) ”For I can do everything through Christ,[a] who gives me strength.” I thank GOD who is my Everything.
    [Show full text]
  • Ziarnik, School & Public Libraries, Ch.1
    From School and Public Libraries: Developing the Natural Alliance by Natalie Reif Ziarnik. Copyright 2003 by the American Library Association. All rights reserved. Permission granted to reproduce for nonprofit, educational purposes. Check out the book at the ALA Online Store (www.alastore.ala.org). An Abbreviated 1 History THE PROGRESSIVE ERA (1890 TO 1920) Whether you identify yourself as a public librarian, school teacher, teacher- librarian, school librarian, media specialist, or information specialist, the roots of your profession became strongly established between 1890 and 1920, a time known as the Progressive Era. The fields of education and librarianship, as well as the sister fields of nursing and social work, devel- oped their core values and professional standards during this period of great social progress in the United States. Members of these social welfare professions felt compelled to take action against the deplorable living conditions in American cities brought on by the economic depression of 1893. At the end of the nineteenth cen- tury, many people moved to cities. Rapid industrialization had created new factory and office jobs in the city for those who had lived in rural areas as well as for tens of thousands of recent immigrants. These new city inhabi- tants had to adjust to a different way of life. The working class was rou- tinely subjected to dangerous working conditions and resided in unsanitary tenement buildings. Masses of children were uneducated and illiterate. Communicable diseases spread rampantly because the general population had no knowledge of basic germ theory and the importance of cleanliness. Those living in rural America had their own set of problems: the lack of 1 2 An Abbreviated History good roads and postal service to these areas inhibited access to essential materials, including books and newspapers.
    [Show full text]
  • History of Children's Services Timeline
    HISTORY OF YOUTH SERVICES TIMELINE 1600s Children begin to appear alone in portraits; awakening perception of childhood. John Locke’s notion that play contributes to learning, children are tabula rasa.. 1659 Orbis Sensualium Pictus: first illustrated book for children. 1700s Moral instruction in literature for children: “The Lord delights in them that speak/ The Words of Truth; byt ev’ry Lyar/ Must have his Potion in the Lake/ That burns with Brimstone and with Fire.” (James Janeway). 1729 Charles Perrault’s Tales of Mother Goose. 1744 John Newbery’s Little Pretty Pocket Book: for children’s education and enjoyment! 1762 Jean-Jacques Rousseau writes Emile: or, On Education in which he espouses the idea that children are valuable as themselves. Claims that “reading is the scourge of childhood. [Books] merely teach us to talk about things we know nothing about.” Emphasizes the process of growing up, not just the end product. 1800s Developing concept of childhood; children begin to dress differently from adults (more informal allowing freedom of movement). Sunday school libraries were popular, but mostly moral and religious texts. 1803 Caleb Bingham. Salisbury, Conn., established Bingham Library for Youth of 150 books for ages 9-16. 1804 Dr. Jesse Torrey. New Lebanon, NY, established library for ages 9-16. Lewis and Clark expedition. 1812 War of 1812. Grimms’ Children’s and Household Tales. 1822 Dr. Leonard. Dublin, NH, Opened his private library to neighborhood. 1823 Apprentice Library Assoc. Brooklyn establishes Youth Library with literature for boys ages 12+; girls allowed one afternoon a week. 1826 Early mention in the literature of school libraries.
    [Show full text]
  • Author Note Available from Journal Cit
    DOCuMENT RESUME CS 207 375 ED 227 483 AUTHOR Huck, Charlotte S.,'Ed.;And Others Children's Literature. TITLE Coll. of Education. INSTITUTION Ohio State'Univ., Columbus. PUB DATE\ 82 , NOTE 105p. 149 AVAILABLE FROMOhio State University,"Theory into Practice," Arps Hall, Columbus, OH43210 ($4.50, discount given). \ Guides (For Teachers) (052) PUB TYPE Guides - Classroom Use -- CollectedWorks - ConferenceProceedings (021) Collected Works - Serial's(022) : JOURNAL CIT Theory into Practice;v21 n4 Aut 1982 MF01 Pllus Postage. PC NotAvailablp from EDRS. EDRS.PRICE *Authors; *Childhood DESCBIPTORS Adolescent Literature; Attitudes; *ChildrensLiterature; History; Instructional Improvement;Literacy; Literary Styles; Literature Appreciation; ReadingAttitudes; Reading Comprehension; *Reading Interests;*Theoriet Theory Development IDENTIFIERS *Reader Text Relationship; ABSTRACT The articles in thisspecial journal issuefocusing lfterature'were drawn from paperspresented at the on children's The Ohio State Conference on Children'sLitesature held in 1982 at University% The lirstsection contains articlesthat address the children's book?" Thequestion is question "What makes a good and scholar, approached from a historicalperspective by a librarian and from ap editor'spoint of view. The from a critic's standpoint, the subject section concludes withfour brief pokition papers on Of children's books, twoeditors, and a prepared by an author journal deal with librarian. Articles in thesecond section of the the child's, view ofA good book?"Contributori the question "What is the relation to this section present atheoretical petspective on between,reader and text, anatcount of ethnographicstudies of for a theory of children't books in theclassroom,t and suggestions would include not onlywhat is known about children's literature that learning to read.
    [Show full text]
  • Margaret K. Mcelderry and the Professional Matriarchy of Children’S Books
    Margaret K. McElderry and the Professional Matriarchy of Children’s Books BETSYHEARNE ABSTRACT AMATRIARCHYISDEFINED AS “a form of social organization in which the mother is recognized as the head of the family or tribe, descent and kinship be- ing traced through the mother; government, rule, or domination by women” ( Websterk New World Dictionary, 1995). Focusing on renowned editor Margaret K. McElderry, this article develops the idea of children’s book publishing as a field dominated by strong, often subversive, matri- archal leaders who have advanced the status, and enhanced the quality, of juvenile literature through an intricate female kinship structure. The birth and development of a relatively new genre has required binding ties in the face of a powerful patriarchal business society that viewed children’s literature as unimportant and unworthy of major investment or recognition. The values, codes, and consolidation of the profession are passed on in stories that serve the function of, and bear many resem- blances to, family narrative. Quotes without citations are taken from two interviews, the first with Susan Cooper on May 5, 1995, and the second with Margaret K. McElderry on June 22, 1995. INTRODUCTION In both the oral and printed traditions of western culture, women have been the principal storytellers during children’s early stages of de- velopment and often during their later stages as well. Although men have achieved classic status as collectors of stories in the oral tradition, a close look at the work of pioneers such as the Grimm brothers and An- drew Lang reveals how much each relied on female sources-the Grimm Betsy Hearne, Graduate School of Library and Information Science, 501 E.
    [Show full text]
  • History of Children's Services Timeline
    HISTORY OF YOUTH SERVICES TIMELINE 1600s Children begin to appear alone in portraits; awakening perception of childhood. John Locke’s notion that play contributes to learning, children are tabula rasa.. 1659 Orbis Sensualium Pictus: first illustrated book for children. 1700s Moral instruction in literature for children: “The Lord delights in them that speak/ The Words of Truth; byt ev’ry Lyar/ Must have his Potion in the Lake/ That burns with Brimstone and with Fire.” (James Janeway). 1729 Charles Perrault’s Tales of Mother Goose. 1744 John Newbery’s Little Pretty Pocket Book: for children’s education and enjoyment! 1762 Jean-Jacques Rousseau writes Emile: or, On Education in which he espouses the idea that children are valuable as themselves. Claims that “reading is the scourge of childhood. [Books] merely teach us to talk about things we know nothing about.” Emphasizes the process of growing up, not just the end product. 1800s Developing concept of childhood; children begin to dress differently from adults (more informal allowing freedom of movement). Sunday school libraries were popular, but mostly moral and religious texts. 1803 Caleb Bingham. Salisbury, Conn., established Bingham Library for Youth of 150 books for ages 9-16. 1804 Dr. Jesse Torrey. New Lebanon, NY, established library for ages 9-16. Lewis and Clark expedition. 1812 War of 1812. Grimms’ Children’s and Household Tales. 1822 Dr. Leonard. Dublin, NH, Opened his private library to neighborhood. 1823 Apprentice Library Assoc. Brooklyn establishes Youth Library with literature for boys ages 12+; girls allowed one afternoon a week. 1826 Early mention in the literature of school libraries.
    [Show full text]
  • Children & Libraries
    Children & Libraries getting it right Virginia A. Walter AMERICAN LIBRARY ASSOCIATION Chicago 2001 While extensive effort has gone into ensuring the reliability of information appearing in this book, the publisher makes no warranty, express or implied, as to the accuracy or reliability of the information, and does not assume and hereby disclaims any liability to any person for any loss or damage caused by errors or omissions in this publication. Cover and text design: Dianne M. Rooney Composition by ALA Editions in Caxton and Kabel using QuarkXpress 4.1 for a Macintosh Printed on 50-pound white offset, a pH-neutral stock, and bound in 10-point coated cover stock by McNaughton & Gunn 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 Z39.48-1992. ' Library of Congress Cataloging-in-Publication Data Walter, Virginia A. Children and libraries : getting it right / Virginia A. Walter. p. cm. Includes bibliographical references (p. ) and index. ISBN 0-8389-0795-4 1. Children’s libraries—United States. 2. Young adults’ libraries—United States. 3. Public libraries—United States. 4. Children’s librarians—United States. 5. Young adult services librarians—United States. I. Title. Z718.2.U6 W35 2000 027.62'5—dc21 00-057600 Copyright © 2001 by the American Library Association. All rights reserved except those which may be granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Printed in the United States of America.
    [Show full text]
  • Library Service to Children and Young People
    Library Service to Children and Young People SARA INNIS FENWICK LIBRARYSERVICE TO children as a public responsi- bility is a devetopment of the twentieth century, but the foundations for those services were being laid throughout the 1800s. The devel- opment was not one of steady progress. The early attempts on the part of well-meaning men and women to provide children with books were often sporadic and abortive. Nevertheless, all such efforts were directed quite consistently toward a goal of providing books for youth that would foster their education as effective and useful citizens. With a variety oE interpretations and in many different settings, this goal has continued throughout the past 150 years. A survey of the development of library service to children can no more be treated neatly within the dates 1876-1976 than can any other aspect of library services; neither can children’s library service be regarded as a separate and distinct phenomenon. Children were members of every community in which libraries of a variety of forms-association, sabscription, circulating, and eventually free public and school-were established, and it is reasonable to assume that in marry library situations there were children knocking at the doors, sitting in the reading rooms, and benefiting from books borrowed by adult relatives. The rapidity with which children made their needs known, and the characteristics of the response by the community, were largely dependent on the geographical, social and economic setting of the community. The timing of the development of children’s services was influenced by the changing status of chil- dren in the family, and in community relationships.
    [Show full text]
  • American Library History: 1876-1 9 76
    ILLINOIS UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. Library Trends I'OLUME 25 0 NUMBER 1 JULY, 1976 American Library History: 1876-1 9 76 HOWARD W. WINGER Issue Editor COiVTRIBCTTORSTO THIS ISSC'E HOIVARD \V, WINGER . 3 Introduction The SPttlng JOHN CALVIX COLSON. 7 The Writing of American Library History, 1876-1976 HAVNES .Mc MtiLLEN . 23 The Distribution of Libraries Throughout The United States ROBERT B. mwNs , 55 The Grorvth of Research Collections I RANK L. SCHICK . 81 Statistical Reporting of American Library De\elopments \CALTER C.ALLEN . 89 Library Buildings Thc. Librarj Profrssion DONALD G. DAVIS, JR. 113 Education tor Librarianship PEGGY SVLLIVAN . 135 Library Associations J. I'ERIAM DANTON . 153 The Library Press EDICARD G.HOLLEY . 177 Librarians, 1876-1976 I$'. BOYD RAYWARD . 209 Librarianship in the New il'orld and the Old: Some Points of ContacL Orgufiiw' 0,f Library Rrsfiii?'cec KATHRYN 1.LTtIER HENDERSOS . 227 "Treated witlr a Degree ot L'nitormity and Common Sense": Descriptiie Cataloging in the United States-1876-1975 DORALYN J. tIICKLY . 273 Subject Xnalpsis: .An IntetpretiLe Surtev EDITH SCOTT . 293 The E\,olution of Bibliographic Systems in the United States, 1876.1945 BARBARA EVANS MARKLSON . 311 Bibliographic Systems, 1915-1976 .4p(ts u; Lihrrq SprI'/(t SARA INNIS PENLVICK . 329 Librar) Se.r\ice to Children and Young People FRITZ VEIT , 361 Library Senice to College Students IHFRBERT BLOOM . 379 Adult Senices: "The Book That Leads You On" ELlN B. CHRISTIANSON . 399 Special Libraries: Putting Knowledge to i\'ork Introduction HOWARD W.
    [Show full text]
  • Frances Clarke Sayers Papers, 1910-1989
    http://oac.cdlib.org/findaid/ark:/13030/tf7q2nb51g No online items Finding Aid for the Frances Clarke Sayers papers, 1910-1989 Processed by Sue White and Caroline Pierce; machine-readable finding aid created by Caroline Cubé UCLA Library Special Collections Room A1713, Charles E. Young Research Library Box 951575 Los Angeles, CA, 90095-1575 (310) 825-4988 [email protected] ©1998 The Regents of the University of California. All rights reserved. Finding Aid for the Frances Clarke 1631 1 Sayers papers, 1910-1989 Title: Frances Clarke Sayers papers Collection number: 1631 Contributing Institution: UCLA Library Special Collections Language of Material: English Physical Description: 16.5 linear ft.(33 boxes. 3 oversize boxes.) Date: 1910-1989 Abstract: Frances Clarke Sayers (1897-1989) was a lecturer on children's literature at UCLA (1954-65). She won the Joseph W. Lippincott Award for distinguished service in the profession of librarianship (1965), and the Clarence Day Award (1966) for Summoned by Books: Essays and Speeches. The collection consists of Sayers' correspondence, family journals, photographs, notes, and memorabilia. Physical location: Stored off-site at SRLF. Advance notice is required for access to the collection. Please contact the UCLA Library Special Collections Reference Desk for paging information. Creator: Sayers, Frances Clarke, 1897- Restrictions on Use and Reproduction Property rights to the physical object belong to UCLA Library Special Collections. Literary rights, including copyright, are retained by the creators and their heirs. It is the responsibility of the researcher to determine who holds the copyright and pursue the copyright owner or his or her heir for permission to publish where The UC Regents do not hold the copyright.
    [Show full text]
  • The John Newbery Medal the First Decade Barbara Elleman
    The John Newbery Medal The First Decade BARBARA ELLEMAN une 22, 1921, stands as a monumental date in the history being established within public libraries across the country; of children’s literature: it marks the establishment of the colleges and universities had begun offering courses to train JJohn Newbery Medal for distinguished writing in a book librarians in the art of bringing children and books together; for children. The occasion was the American Library Associa- and the media was starting to find children’s books worthy tion’s conference in Swampscott, Massachusetts, where more of notice. than three hundred children’s librarians (a record number) On June 22, 1921, however, Melcher reached for an even gathered in that seaside community. This unexpectedly large greater role for librarians. He felt strongly that they should not attendance necessitated that the Children’s Librarians’ Sec- just be caretakers of children’s literary heritage but should be tion (as it was then called) crowd into an unused garage encouraging the creative aspects of bookmaking. He feared behind the New Ocean House hotel. Their two-day open- the conference-generated enthusiasm would melt away when ing session featured a panel of librarians detailing the third the participants returned to their own communities. successful year of Children’s Book Week. The next morning, From the bevy of ideas that had been racing through excitement about the growing interest in children’s librarian- Melcher’s mind, one caught hold and crystallized: a medal, ship still permeated the air, but nothing suggested anything to be given annually, for an outstanding children’s book.
    [Show full text]