Graphic Novels • Reading Readiness Celebrating

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Childrenthe journal of the Association for Library Service to Children & LibrariesVolume 5 Number 1 Spring 2007 ISSN 1542-9806

Celebrating Día Special Section: Graphic Novels • Reading Readiness

50 East Huron Street, Chicago, Illinois 60611

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Contents● ofVolume 5, Number 1 Spring 2007 Notes and Letters 28 Plants and Poetry Integrating Science, Fine Arts, and Editor’s Note a Library’s Special Collection 2 Elaine R. Radwanski and Marilyn J. Ward Sharon Verbeten 2 Executive Director’s Note 32 Reading Readiness Diane Foote Partnering for Reading Readiness A Case Study of Maryland Public Librarians Gilda Martinez Features First Day of Class The Public Library’s Role in 4 Getting Graphic: The Rise of “School Readiness” Graphic Novels for Children Betsy Diamant-Cohen Got Graphic Novels? More Than Just Superheroes in Tights! Zahra M. Baird and Tracey Jackson Departments

The Trickle-up Effect 48 Index to Advertisers An Interview with David Saylor Jonathan Hunt 49 Research and Development Column Audiobooks for Children Taking Comics from Junk Food Ruth Cox Clark to Gourmet Meals An Interview with Mark Siegel 51 New Books Jonathan Hunt Considering Our Roles in Library Service to Children A Mouse in Their House Kathryn Miller The Holm Siblings Banter about Babymouse Elizabeth Bird 53 ALSC News 64 The Last Word 20 The Influence of Pat Mora Helen Kelly How—and Why—Literacy Becomes Political Kathleen Dudden Rowlands

26 Seattle Bound! ALA Midwinter Meeting 2007 Photo Gallery

Cover features a photo of the children of Ballet Papalotl dancing at the 2006 El día de los niños/El día de los libros celebration at Midland Regional Library, a branch of Multnomah County (Ore.) Library. Editor’s Note Board Book Flashback Sharon Verbeten

hese past few months have been a flashback and, con- Editor T currently, a flash forward Sharon Verbeten, De Pere, Wis. for me. I’ve been reading a thick Editorial Advisory Committee stack of board books lately to my Rosanne Cerny, Chair, Jamaica, N.Y. Miriam Lang Budin, Chappaqua, N.Y. infant daughter, Holland. Right Linnea Christensen, Plymouth, Minn. now, she just gapes at the big Barbara Immroth, Austin, Tex. Holland Verbeten and one of her Ellen Loughran, Brooklyn, N.Y. beloved board books. colorful pictures and occasionally Jill S. Ratzan, Highland Park, N.J. Michelle Sirk, New Haven, Ind. tries to grab a page. Kathleen T. Horning, ALSC President, Ex Officio, Madison, Wis. Sharon Verbeten, Editor, Ex Officio, De Pere, Wis. Reading the books is a flashback to my days as a children’s librarian Executive Director in Milwaukee, when I always took such joy in conducting storytimes. Diane Foote Even when the kids’ eyes were roaming or they were a bit fidgety, I Division Coordinator Laura Schulte-Cooper always felt like I was contributing something to their future. Web Site www.ala.org/alsc My flash forward is looking ahead to the role reading will play in Circulation Holland’s life. I’ve worn the hats of reader and writer almost all Children and Libraries (ISSN 1542-9806) is published three times per year by the American my life. Now in my role as mom, I feel even more strongly about 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 fostering a love of reading in my daughter. of ALSC, $20 per year, included in membership dues; nonmembers, $40 per year in the U.S.; $50 in Canada, Mexico, and other countries. Back issues within one year of current issue, $12 each. POSTMASTER: Send address changes to Children and Libraries, 50 E. Huron St., Chicago, IL So, by the time you’ve finished reading this issue, I’ll have finished 60611. Members send mailing labels or facsimile to Member Services, 50 E. Huron St., Chicago, IL 60611. Nonmember subscribers: Subscriptions, orders, changes of address, and inquiries should probably twenty more board books or so. It’s a pleasant diversion, be sent to Children and Libraries, Customer Service—Subscriptions, 50 E. Huron St., Chicago, IL one I’m sure you love as well. 60611; 1-800-545-2433, press 5; fax: (312) 944-2641; e-mail: [email protected]. Statement of Purpose Whether you have a new baby, grandchild, or just a new face in Children and Libraries is the official journal of ALSC, a division of the American Library Association. The journal primarily serves as a vehicle for continuing education of librarians your storytime, continue to foster the love of reading in any chil- 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 dren you encounter. And, hopefully, someday they’ll thank you. journal’s “Policies and Procedures” document adopted by the ALSC board, April 2004.) Every time I hear Holland make an unintelligible babble, that’s what I imagine she’s saying. & Production ALA Production Services—Troy D. Linker and Angela Hanshaw; Angela Gwizdala and Christopher Keech, Production Editors. Advertising Executive Director’s Note Benson, Coffee and Associates, 1411 Peterson Ave., Park Ridge, IL 60068; (847) 692-4695; fax: (847) 692-3877; e-mail: [email protected]. The journal accepts advertising for goods or services of interest to the library profession and librarians in service to youth in particular. It encourages Celebrate! Celebremos! advertising that informs readers and provides clear communication between vendor and buyer. The journal adheres to ethical and commonly accepted advertising practices and reserves Diane Foote 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 endorsement by ALA of the products or services advertised. he joyful image on the cover of this issue exemplifies the spirit of El día de los Manuscripts Manuscripts and letters pertaining to editorial content should be sent to Sharon Verbeten, niños/El día de los libros (Children’s Day/ editor, 820 Spooner Ct., De Pere, WI 54115; (920) 339-2740; e-mail: [email protected]. T Manuscripts will be sent out for review according to the journal’s established referee proce- Book Day), known as Día. By the time you read dures. See the Summer/Fall issue or www.ala.org/alsc, “Publications & Products” for author this, the hundreds of Día celebrations that are taking place in guidelines. If you are interested in serving as a volunteer referee for manuscripts submitted to CAL, contact Editor Sharon Verbeten at [email protected]. More information about the libraries nationwide on or around April 30 will be over, but we referee process is available on the Web at the above address. hope the appreciation of children, literacy and language, and cul- Indexing, Abstracting, and Microfilm ture lasts far beyond the actual events. Children and Libraries is indexed in Library and Information Science Abstracts and in Library Literature and Information Science. Award-winning children’s book author Pat Mora founded Día in Children and Libraries is indexed, abstracted, and available in full text through EBSCOhost. 1996, and eleven years later, we’ve heard from nearly 350 libraries For more information, contact EBSCO at 1-800-653-2726. Children and Libraries is also available from ProQuest Information and Learning in one or more in thirty-five states about their Día plans and are celebrating our 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 first year with Target, the official national sponsor of Día. .il.proquest.com. 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 We hope you enjoy this issue’s article on Pat Mora and the political Z39.48-1992. aspects of literacy, as well as the timely features on graphic novels Copyright © 2007 American Library Association and the pieces on reading readiness. & 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 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 Spring 2007 • Children and Libraries Child&LibsS07ann.v2.Qx 4/20/07 1:38 PM Page 1

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SPRING/SUMMER 2007 • HYPERION BOOKS FOR CHILDREN • JUMP AT THE SUN Top: Babymouse artwork courtesy Getting Graphic Matthew Holm and Random House Children’s Books; bottom, left to right: Bone and Goosebumps covers courtesy Scholastic, interior of American Born The Rise of Graphic Novels for Children Chinese courtesy First Second. Got Graphic Novels? More Than Just Superheroes in Tights!

By Zahra M. Baird and Tracey Jackson

ither you get it, or you don’t. Simply put, graphic novels the first legitimate recognition of a graphic novel as success- get kids reading. Graphic novels use both words and pic- fully presenting, organizing, and interpreting documentable, Etures to appeal to readers of all ages; as the popularity of factual material for children. this format has grown, so has the genre’s value, literary prowess, and role as a pathway to literacy. History of the Graphic Novel Graphic novels are here to stay. A successful graphic novel starts with a stellar story told with words and pictures that The graphic novel has had a colorful, shifting past and contin- augment the story, providing insight that text alone cannot ues to evolve everyday. Will Eisner, the modern godfather of do. Fans of the genre love graphic novels. Why? Because even graphic novels, wrote A Contract with God (Baronet Pr., 1978), before they pick them up, the covers capture their attention. considered one of the first graphic novels. Art Spiegelman also Once opened, the story unfolds between the panels, steadily helped set the cornerstone for graphic novels with his 1992 pulling readers in, quickly and completely. Like all good litera- Pulitzer Prize–winning Maus: A Survivor’s Tale (Scholastic, ture, the graphic novel moves readers to experience story. We 1992). In 2005, Scholastic created an imprint called Graphix, love graphic novels. Why? Because even before we pick them launching it with a full-color version of Bone Volume 1: Out up, the covers capture our attention. Once opened, the story from Boneville (Cartoon Bks., 1995). unfolds between the panels, steadily pulling us in, quickly and completely. Like all good literature, the graphic novel moves us Definitions for graphic novels are rampant. The most straight- to experience story. forward comes from Allyson A. W. Lyga: “The graphic novel is usually a monographic work and has a storyline with a start The wide range of genres and themes that graphic novels and a finish. It is published on an independent schedule and explore include: adventure, legends, fantasy, memoirs, comedy, is typically in bound book format (trade paperback) and has a horror, social issues, religion, and biography. Most graphic nov- higher quality.”1 els are original stories, though many classic works of literature have been adapted to the format. Many books incorporate comic-style illustrations, such as dialog balloons, and are sprinkled with panels while retaining And this year, the graphic novel is finally getting its due. the feel of the traditional chapter book. Differing from Western The Young Adult Library Services Association awarded its graphic novels, manga (Japanese comics) are a collection unto 2007 Michael L. Printz Award for Excellence in Young Adult themselves; characters have overstated features, and heavy Literature to American Born Chinese by Gene Luen Yang (First Second, 2006), which chronicles a Chinese American teenager’s effort to overcome racial stereotypes. To Dance: A Ballerina’s Zahra M. Baird is a Children’s Librarian at the Chappaqua Graphic Novel by Siena Cherson Siegel and Mark Siegel (Simon Library in Chappaqua, New York, and Tracey Jackson is a & Schuster/Aladdin, 2006) is an inspirational graphic memoir recent MLS graduate from the Palmer School at Long Island whose story and artwork merge, enabling readers to experience (N.Y.) University. Both enjoy reading and sharing graphic a girl following her dream. The Association for Library Service novels. to Children named it a Robert F. Sibert Honor Book, making it

Spring 2007 • Children and Libraries Got Graphic Novels? emphasis is placed on the pictorial cues nation. Color is used creatively in this imagination and motivate children to rather than on the text. graphic novel to highlight dreams. read. So the question the authors leave you with is this, “got graphic?” & Notable Graphic Novels The Graphic Novel Debate Reference The scope and quality of graphic nov- Arguments exist among librarians against els is wide. Amelia Rules, Volume establishing a graphic novel collection. 1. Allyson A. W. Lyga and Barry Three: Superheroes by Jimmy Gownley Age-unsuitable content (violence, sexu- Lyga, Graphic Novels in Your (Renaissance Pr., 2006) is notable for the ality, nudity, and stereotypes) can be Media Center: A Definitive Guide way it shows children dealing with tough dealt with by locating graphic novel col- (Westport, CT: Libraries Unlimited, life issues such as divorce, moving, death lections in what the library deems an 2004), 16. of a friend, and being bullied. appropriate section. Weak bindings and difficulty ordering replacement titles are Bibliography Breathing depth and dimension into not unique to the graphic novel format. a historical American figure is Mother The pros seem to outweigh the cons, as American Library Association. Jones: Labor Leader (Graphic Library, graphic novels appeal to many children ALA/Sibert Medal Current 2006) by Connie Colwell Miller and Steve including visual learners, reluctant and Winner. www.ala.org/ala/alsc/ Erwin. This graphic biography has chap- struggling readers, budding artists, fun awardsscholarships/literaryawds/ ters, a glossary, bibliography, suggested seekers, and pleasure readers. sibertmedal/sibertcurrent/ further readings, an index, and a guide sibertmedalcurrent.htm (accessed to related Web sites—all elements found What trends will shape the future of Jan. 30, 2007). in a traditional biography. graphic novels? Will librarians and pub- American Library Association. ALA/ lishers work together to set industry Michael L. Printz Award. www.ala Babymouse: Beach Babe by Jennifer standards? Will more nonfiction subject .org/yalsa/printz (accessed Jan. 30, Holm and Matthew Holm (Random matter be published in this format? 2007). House, 2006) suits young readers and Eisner, Will. A Contract with God: And provides good, clean fun paired with a The graphic novel has the appeal, popu- Other Tenement Stories. New York: character possessing an active imagi- larity, and literary value to spark the DC Comics, 1996.

Graphic Novel Tip List There are several factors librarians should consider when incorporating graphic novels into a children’s collection:

■ include graphic novels in your library’s collection development policy or statement;

■ become knowledgeable about the genre through professional resources on this topic (visit Westchester Library’s Web site for suggested resources at www.westchesterlibraryassociation.org/GotGraphic.html);

■ read graphic novel reviews in library and education journals, and preview books to help in the selection process;

■ budget wisely and set aside funds to start up and maintain a viable collection, keeping in mind replacement costs;

■ consider cataloging options, a separate place to house the collection with a graphic novel suffix versus the Dewey number 741.5;

■ have a solid reconsideration and intellectual freedom policy;

■ choose a well-placed display area with face-out shelving; and

■ be open to receiving suggestions from children.

Once you’ve established a collection, the possibilities are endless. The collection can encourage the exploration of other genres and library materials. Programming ideas are vast, including graphic novel workshops, book discussion groups, art displays, meet the author and artist events, and the formation of a graphic novel youth advisory board.

6 Spring 2007 • Children and Libraries final_babygarten_ad.eps 175.00 lpi 45.00° 4/21/07 10:36:09 PM Got Graphic Novels? Process Black Goldsmith, Francisca. Graphic Novels McPherson, Keith. “Graphic Literacy,” Now: Building, Managing, and Teacher Librarian 33, no. 4 (2006) Marketing A Dynamic Collection. Miller, Steve. Developing and Promoting Chicago: ALA, 2005. Graphic Novel Collections. New York: Gownley, Jimmy. Amelia Rules! Volume Neal-Schuman, 2005. Three: Superheroes. Harrisburg, Siegel, Siena. To Dance: A Ballerina’s Penn: Renaissance Press, 2006. Graphic Novel. New York: Simon & Holm, Jennifer, and Matthew Holm. Schuster, 2006. Babymouse: Beach Babe. New York: Smith, Jeff. Bone Volume 1: Out from Random House Books for Young Boneville. New York: Graphix/ Readers, 2006. Scholastic, 2005. McCloud, Scott. Understanding Comics: Yang, Gene L. American Born Chinese. The Invisible Art. New York: New York: First Second, 2006. HarperCollins, 1993. read to me.

CONGRATULATIONS to Cynthia Lord, author of Rules A Newbery Honor Book sing to me.

Twelve-year-old Catherine just wants a normal life—which is nearly impossible when you have a younger brother with autism.

Winner of the love me. Schneider Family Book Award for a book that embodies an artistic expression of the disability experience for child and The industry's Ages 9–12 • 208 pages adolescent audiences. 0-439-44382-2 • $15.99 most complete infant lapsit “A lovely, warm read…This sensitive story is about being different, feeling different, and ﬁ nding acceptance….Catherine tells her story with both humor curriculum. and heartbreak.” —School Library Journal A full year of out-of-the-box “The details of autistic behavior are handled well…a heartwarming ﬁ rst lesson plans for a literacy-based novel.” —Booklist recreational program for babies “In the able hands of the author, mother of an autistic child, Catherine’s emotions and their caregivers. come across as entirely convincing…May well inspire readers to think about others’ points of view.” —Publishers Weekly Also available: • Materials for classes in Spanish. An ALA Notable Children’s Book • Teacher training workshops. New York Public Library 100 Titles for Reading and Sharing www.scholastic.com To find out more, visit our website www.babygarten.com SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. or call 1-866-363-BABY

Spring 2007 • Children and Libraries Getting Graphic The Rise of Graphic Novels for Children

The Trickle-up Effect An Interview with David Saylor

Jonathan Hunt

avid Saylor is in charge of Scholastic Graphix, which publishes the popular Bone series. He recently spoke Dwith Children and Libraries. By way of introduction, can you briefly highlight your career in children’s books, and how you came to be the editorial director of Scholastic Graphix?

David Saylor: After college, I came to New York City and got a job with a typesetter, where I fell in love with typography and type design. Later, I worked at Random House for many years, but I didn’t start in children’s publishing until 1987, when I worked at Farrar, Straus and Giroux in the production department. The following year, after taking classes at Parsons, I switched to design and became the assistant to Harriett Barton, the creative director for what was then Harper & Row. Harriett was a great mentor, and I left HarperCollins four years later having become an art director for both hardcover books and paperbacks. I went on to Houghton Mifflin for three years as art director then came to Scholastic as creative director in 1996.

As creative director, I give guidance about art and design for Scholastic’s various book lists, working closely with some very David Saylor (Photo courtesy of David Saylor and Scholastic). talented editors, art directors, and designers. My job covers a lot of territory, from baby books to young adult novels. I formed form, and because I felt so strongly about them, I became the Graphix in 2004 with the help of two editors, Janna Morishima de facto leader of the group. and Sheila Keenan, and with the support of our then-publisher, Jean Feiwel. I think because graphic novels are such a visual How would you describe yourself as a reader? Any favorite comic books as a kid? More recent graphic novel favorites as an adult? Jonathan Hunt is a library media teacher at three elementary schools in Modesto, California. DS: I love reading novels and short stories, though recently I’ve been reading more nonfiction. Some recent books I’ve loved:

Spring 2007 • Children and Libraries The Trickle-up Effect The Secret Life of Oscar Wilde by Neil Much later, I connected with graphic City. We both loved it and then passed it McKenna, My Life in France by Julia Child novels again and found the same enjoy- to Jean with an enthusiastic recommen- and Alex Prud’homme, and Twilight of ment, but now there were things to read dation to acquire the publishing rights. the Superheroes by Deborah Eisenberg. that really spoke to me on many lev- As a kid, I read just about anything els. And suddenly it just struck me that Jean realized that having Bone as a cen- that came my way, including Alice in none of the major children’s book pub- terpiece of the imprint would give us a Wonderland, which I thought was hilari- lishers was creating comics for kids. In great start. Not only would it telegraph ous, and the backs of cereal boxes, which fact, no one was really creating com- to the comics world that we were serious kept me rapt while eating Wheaties and ics specifically for kids that had much about publishing great books, but Bone Cap’n Crunch. I wasn’t drawn to super- range or variety. So when I hired Janna represented our ideal: a great story with hero comics as much as character-based Morishima, who also had a big interest great artwork. Whenever we acquire new comics, so I preferred Richie Rich, Little in comics, we came up with a proposal to books, we have Bone as our touchstone, Lotta, and the Disney collections with create a children’s imprint at Scholastic representing the best of the genre. Scrooge and Donald Duck. Some of my that would change that. We wanted to

All artwork courtesy of Scholastic.

favorite graphic novels have been Fun make comics that featured great stories How have various segments of your Home by Alison Bechdel, Persepolis (1 and great artwork. It seemed obvious market—librarians, teachers, booksell- and 2) by Marjane Satrapi, Blankets by to us that this was one area of children’s ers, young readers—responded to your Craig Thompson, the Scott Pilgrim sto- publishing that had been ignored and titles so far? Do you find yourself con- ries by Bryan Lee O’Malley, and most where we could make a difference by fronting many stereotypes or miscon- recently, American Born Chinese by Gene creating a new business. ceptions about graphic novels? Yang. And, of course, I’ve read the Bone books many times and get the same To start Graphix, Janna and I did a lot of DS: So far the response to our lists from pleasure each time I read them. research and talked to a lot of people. We everyone has been great, especially loved the form and we wanted to make when it comes to Bone, which is such an What factors influenced Scholastic’s sure we knew what we were doing. And incredible book that it wins over anyone decision to start an imprint devoted I think we came up with a very persua- who might doubt the power, fun, and exclusively to graphic novels? What is sive argument: graphic novels for kids artistry of graphic novels. And it has sold your vision for this imprint? were a natural fit with our business. Kids more than a million copies, which is love comics, we publish books for kids: astounding. DS: After really loving comics when I was Presto! Luckily our publisher at the time, eight and nine years old, I sort of stopped Jean Feiwel, agreed with us and made But it does keep surprising me that there reading them in my early teens because it happen. While this was taking shape, are still misconceptions about graphic it seemed like the comics weren’t grow- Janna found a copy of Bone at Forbidden novels. Some people don’t think of coming along with me. So I stopped. Planet, a comic book store in New York ics as proper reading material. A sur-

Spring 2007 • Children and Libraries The Trickle-up Effect prising number of adults haven’t read In both, the story and artwork depend on Jeff is happily working on Captain Marvel comics since they were kids so they only each other to propel the narrative, and right now, and I know he has another orig- think of comics as Sunday funny pages the reader is learning things from the inal book in mind that he’s been working or as superhero stories. What’s encour- artwork and from the words at the same on, too. He has a lot of fans out there. aging is that once you clear away mis- time. Perhaps because I’ve worked on conceptions, there’s an incredible body both picture books and graphic novels, You have reworked two of Scholastic’s of wonderful books out there waiting to the two feel more similar than not. Some most successful series, the Baby-Sitters be discovered. Whenever I’ve given a kid comics rely on a more sophisticated Club and Goosebumps, into graphic a graphic novel, they’ve always enjoyed it visual language, but it’s really a matter novel editions. I’ll admit to having a bit and wanted more. of degree; a comic can be the most direct of a snobby attitude about the earlier and simple form of communication and incarnations of these books, but I found I wish more adults would introduce their also the most sophisticated. Great visual the graphic novels delightful. children to this joyful reading experi- leaps are made in some comics that you ence. Graphic novels are simply another might need a larger visual vocabulary to DS: I think that our graphic novel adap- reading experience, the best of which understand quickly. tations of these enormously successful manifest the depth, resonance, and series surprised a few people by their excitement of any prose book. Just as Harry Potter has become a gate- quality and heart. One of the biggest rea- way book for many young readers to sons that we wanted to translate these Picture books require a successful inte- enter the fantasy genre, Bone is simi- series into graphic novels, besides bet- gration of words and pictures, but while larly poised to introduce young readers ting they would be commercially via- graphic novels require the same thing, I to graphic novels. In wake of the phe- ble, was to use their notoriety to make imagine that they might be an entirely nomenal success of this series, is there graphic novels for kids not quite so different animal. Can you talk about any chance that Jeff Smith might do strange and unfamiliar. What could be the differences and similarities between some more graphic novels for children more fun than seeing all the gruesome these art forms? with Graphix? details of Goosebumps or experiencing the BSC girls as characters just like DS: I actually believe that picture books DS: I’ve had lots of conversations with Archie and Veronica? are very akin to comics, with perhaps Jeff about what he might do next for the only difference being the presence or Graphix, and I know he’s eager to find We felt that we could not only make absence of speech bubbles, though even the right project. We’ll publish the last books that honored the originals, but that “boundary” has been broken by Mo volume of our full-color Bone editions in that we could make wonderful graphic Willems in Don’t Let the Pigeon Drive the 2009, so I’m hoping to have something novels on their own terms. Of the two, Bus!, among other recent picture books. new from him by then. the Baby-Sitters Club was more of a leap and it might not have happened if we hadn’t met Raina Telgemeier. She grew up reading the BSC, and it’s almost like she’s channeling Ann M. Martin. She’s the main reason they work so well; she pours her heart and soul into these books.

Traditionally, girls have not been as enthusiastic about graphic novels as boys have, but Chynna Clugston’s Queen Bee should change that. It perfectly captures the dynamics of middle school girl cliques and should be a big hit with that audience.

DS: The girls who read Queen Bee love it and that kind of says it all about girls and comics. My feeling is that if you create comics that speak to their audience, they will be embraced. Girls love comics as much as anyone, as long as they find books that interest them. And continuing success of manga certainly proves that girls love visual storytelling and will buy comics in great numbers.

10 Spring 2007 • Children and Libraries The Trickle-up Effect One really exciting thing that happened Most of your titles have been aimed Lunch Table by Frank Cammuso, about a [in 2006] at Comic-Con in San Diego is at an upper elementary audience and group of middle school kids who form a that Graphix won the Lulu of the Year middle school audience, and I notice Camelot-like group to fend off the school award for promoting and creating comics that graphic novels by young adult stars, bullies. for girls. I think we’re working with some such as Holly Black and Chris Wooding, of the best women’s comics creators in are in the works. Is there anything on What can we expect from Graphix in the the industry right now: Chynna Clugston, the horizon for younger readers? long term? Christine Norrie, Raina Telgemeier, Jill Thompson, and Amy Kim Ganter. DS: We have lots of exciting things com- DS: I want Graphix to keep publishing up for younger kids. Coming in fall ing the kind of comics that transport, I have to admit that the color in Bone 2007 will be Amulet by Kazu Kibuishi, an engage, excite, challenge, and simply spoiled me a bit, and I initially wanted exciting adventure with brilliant artwork entertain. In a nutshell, I guess I’m hop- to see it in your other graphic novels about two kids in a quest to find their ing to publish books that I longed to as well. How do you decide whether to missing parent. In 2008, we have several read as a child but couldn’t find or wasn’t color a particular graphic novel? exposed to. Because when I did connect If you create comics that with a book at that great age of eight and DS: Color is certainly very seductive but nine, the experience was so powerful it is more expensive to produce and is speak to their audience, and joyful that I want other children to more time-consuming to create, both of know what that’s like. which can be a deciding factor. But those they will be embraced. considerations haven’t influenced our Girls love comics as What’s also exciting is that I believe we’re decision-making too much. in the midst of another golden age of much as anyone, as comics: The talent, energy, and passion First off, we talk with the creators to of comics creators are dovetailing with understand what they are envisioning. long as they find books a burgeoning new audience. In the next If it makes sense artistically and finan- ten years, I think we’re going to see a cially, then we go with it. For me, what’s that interest them. tremendous growth in graphic novels great about black-and-white is that most for adults and children. They’ll be read, kids draw their first comics in black-and- debuts: Walker Bean by Aaron Renier, a discussed, and will have the same popu- white, as do most creators. It’s just easier two-book series about a boy who stows larity as other forms of literature. And to take a pen and start drawing. So I don’t away with pirates to save his beloved partly it’s because Scholastic’s Graphix think that kids are as reluctant to read grandfather from an evil curse, and The imprint—along with many other pub- things in black-and-white as we think. Magic Pickle by Scott Morse, a super- lishers—is creating an audience of kids Personally, I love the directness of black- hero spoof that features Jo-Jo, a plucky who will grow up to love the graphic and-white (or black-and-white with the nine-year-old who becomes the sidekick novel form and will continue reading limited use of a second color). It has a to a crime-fighting Super Pickle, who them lifelong. It’s like a trickle-up effect. power and beauty all its own and allows is battling the League of Evil Produce. Kids today are changing the future of you to imagine the palette. Further down the road is Knights of the publishing. &

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Spring 2007 • Children and Libraries 11 Getting Graphic The Rise of Graphic Novels for Children Taking Comics from Junk Food to Gourmet Meals An Interview with Mark Siegel

Jonathan Hunt

ark Siegel, editorial director of First Second, recently won a Sibert Honor for his graphic novel To Dance, Mwritten by Siena Cherson Siegel. He recently spoke with Children and Libraries.

Describe some of your formative childhood reading in the graphic novel format. Did you have any comics that were particular favorites?

Mark Siegel: Growing up in France, I was pickled with Tintin and Asterix along with classic picture books and novels. Growing up, I was entranced with some of the later talents in graphic novels, legendary creators like Moebius, Carl Barks, and many others. I was never a big reader of superhero comics.

Did your childhood interest in comics launch your professional career? Can you briefly trace your path from avid comic reader to the helm of First Second?

MS: My childhood tastes certainly informed my approach as an illustrator. My first picture book was Seadogs: An Epic Ocean Operetta for Richard Jackson/Atheneum (Simon & Schuster), which I drew in a comic book format. While working on it, I was Mark Siegel (Photo courtesy of Sonya Sones). also art directing for Simon & Schuster Books for Young Readers and slipped into the editorial side when I acquired Joann This happened just as many major U.S. publishers were turn- Sfar’s Little Vampire Goes to School, which briefly appeared on ing to graphic novels—the hype was becoming unavoidable. the New York Times Bestseller list. I think Seadogs and Little So I met with several publishers, but it was a breakfast with Vampire were my resumé! John Sterling (head of Henry Holt) and Simon Boughton (head of Roaring Brook Press) that proved to be a turning point. We clicked. And they responded immediately to the vision I had Jonathan Hunt is a library media teacher at three elementary for what is just begging to happen in America: a highly inter- schools in Modesto, California. national list, high production values and editorial care, and a really bold approach to taking on an exciting new market.

12 Spring 2007 • Children and Libraries Taking Comics from Junk Food to Gourmet Meals What’s more, Holtzbrinck Publishers and the way they welcome our younger A number of editors are learning the hard are giving me real editorial freedom, titles—we’ve been told that we offer a way that strong writing can’t compensate and I continue to develop my own proj- fine alternative to manga—“That’s like for weak art or that appealing graphics ects. Right now I’m finishing a couple junk food and First Second is cooking up can’t cover up a lame script. So on the of books for S&S—including To Dance: gourmet meals.” publishing side, it’s vital that editorial A Ballerina’s Graphic Novel, which just process go hand in hand with art direc- came out in stores this past September. Teachers and educators also welcome tion, since both end up handling the My wife, Siena, wrote it, and it’s aimed the extra nourishing nature of our books, heart of a graphic novel—which I believe at girls eight to fourteen. It’s partly a with lesson plans sprouting up every- is storytelling. And there’s the first yard- slice of ballet history (the New York City where for our titles, both fiction and stick: Is it a great story? Do the characters Ballet under George Balanchine) and nonfiction. (visually and verbally) touch you, move partly the memoir of a girl growing up in you, connect with you in some way? Manhattan. I’m curious to see how it will be received. First Second is particularly interested in promoting graphic novels that reach both First Second is unique in that you have avid comics readers, and every other one foot in graphic novel publishing kind of reader. For that to happen, there and the other in children’s publishing, needs to be a genuine author’s voice, and but how else would you describe your something universally human driving niche in the publishing industry? What the creation of the project. Then there qualities set you apart from other pub- is the fact that the comics format is a lishers? unique and distinct reading experience: it even makes different use of a reader’s MS: First Second is unique on many brain than straight up prose. So yes, buy- fronts. We have a standard format, ers everywhere need to learn how to read mostly full-color books, and titles for them, to some degree, and how to assess every age category. We span nearly every their worth. Knowledgeable reviewers genre, from fiction to nonfiction. And it’s help greatly with this, and there are lots an author-driven imprint. We also aim of Web sites dedicated to sifting through to give our authors a real home for their the enormous quantity of titles, to single growing body of work. The art direc- out the ones with most merit, in various tion sets out to be on par with the best age categories. of picture book publishing, while the editorial process aspires to match what Artwork courtesy of Simon and Schuster. Sardine in Outer Space seems to be your the best authors expect in novel pub- youngest title so far. We’ve seen some lishing. Care is the operative word. picture books in graphic novel format First Second isn’t about jumping on the Many children’s librarians are already for this young audience, but it’s nice graphic novel bandwagon for me, but good judges of picture book illustration, to see something along the lines of a about contributing to shape the market but as graphic novels increasingly come beginning reader or transitional book. and its readers with an eye to raising the into mainstream children’s publishing, Can we expect more titles aimed at this bar in every way. they will need to be able to judge the very young audience? merits of this art form, too. Can you In general, what kind of reaction have compare and contrast the challenges MS: Sardine in Outer Space, at this point you received from librarians, teachers, and aesthetics of picture book illustra- in time, is leading our sales. We’re hear- booksellers, parents, and young readers? tion with graphic novel illustration? ing from eight-, nine-, and ten-year-old Have the various audiences responded girls for the most part, and that’s a very differently? MS: Evaluating graphic novels is a cru- thrilling thing, in a market so long domi- cial issue for booksellers, librarians, and nated by boys. In every season, I make MS: Yes, various audiences are respond- of course, buyers. This plagued them all sure to include one or two titles for the ing differently. Librarians have been with manga, and still does, because in younger set. They are the future dis- ahead of the curve and have given us an the flood of titles, how do you distinguish cerning readers, and it’s vital to build a astonishing welcome. Booksellers take the trash from the gems? In that case, great collection of high-quality material to our literary sensibility and the friendly it’s been especially confusing, because for them, with real authors behind the price point; the chains have been espe- criteria for quality often differ in the works and not some lesser merchandis- cially responsive. As for readers, they’re Japanese culture; moralities aren’t the ing-driven thing. So yes, you can expect the theme of our spring 2007 catalog. same as in the West sometimes, and a lot more for young readers, including We’re filling it with photos of readers. so on. With the graphic novel that isn’t Tiny Tyrant by Lewis Trondheim and They come in all ages, backgrounds, manga, it’s less complicated, but yes, Fabrice Parme, which is sheer pleasure of every stripe and taste. Parents too, there is a learning curve. by its wit and classy drawings in a style

Spring 2007 • Children and Libraries 13 Taking Comics from Junk Food to Gourmet Meals

Artwork from To Dance, courtesy of Simon and Schuster.

that reminds me of Mister Magoo and the very young; it’s dark, and a little ing his career in graphic novels. I feel he The Pink Panther. First Second is looking disturbing, and hints of being a medita- speaks volumes for what we are about: a to build its young collection, which is tion on human nature (with extra eyes personal voice, a sincere, artful pioneer of often shelved separately from our older and limbs in some cases). It’s interest- the form, and a personal world many are titles, and cross-catalogued in Roaring ing to note that France’s star creator already fond of visiting and revisiting. Brook Press, our parent company. Lewis Trondheim was pleasantly surprised to discover his most intelligent But I agree with you, The Lost Colony I would imagine that some of your titles and thoughtful reviews of A.L.I.E.E.E.N. too can be bewildering because it breaks such as A.L.I.E.E.E.N. and The Lost came from the United States. a lot of new ground. Grady just turned Colony: The Snodgrass Conspiracy might in his second installment (ten of them leave some adults a little bit bewildered, The Lost Colony is the beginning of a planned so far) and it’s superb. It’s but I’m willing to bet that young readers remarkable series; much of the fan mail mostly in pastel shades, in wintertime, are responding differently. Grady Klein has been receiving isn’t at and splashed with patriotic red, white, all from children, but from people with and blue. Especially red. It’s called The A.L.I.E.E.E.N. is meant to bewilder all Ph.D.s, and quite a number of African Red Menace, and deals in part with the Earth-dwelling humans. It is, after all, American readers. Not unlike Asterix did Indian Wars, and with war profiteers. The the first extraterrestrial comic ever pub- for the French, Klein’s idiosyncratic take subtext hints of Haliburton and other lished on earth—and in an alien lan- on American history is partly a candy- current affairs, and his storytelling just guage, to boot, since I couldn’t afford colored adventure, and partly searing gets clearer and stronger, and the char- the translation services. But somewhere, social commentary. Through humor acters reveal themselves further, in their some twelve-year-old is probably busy (albeit grim humor at times) he is tack- (sometimes endearing, sometimes not) deciphering it as we speak. But as you ling the demons of America’s past, and contradiction and hypocrisy. I believe know if you’ve read it, it’s not quite for I’m very proud First Second is launch- this series will find a huge audience.

14 Spring 2007 • Children and Libraries Taking Comics from Junk Food to Gourmet Meals Briefly highlight some of the titles on your current list.

MS: With spring 2007, we keep upping the ante. Two of the most beautifully crafted graphic novels in the world feature on this next season. Garage Band by Gipi showcases one of the greatest living talents in Italy in a story of adolescence and uncer- tainty. The Professor’s Daughter reveals Guibert’s masterful watercolor on a script by Joann Sfar—perhaps one of the most romantic stories in graphic novels today.

For the younger crowd, Tiny Tyrant asks the absurd question: What if the most powerful person in the nation was a spoiled brat? And Sardine in Outer Space continues to offer the zany space she- nanigans of its redheaded heroine.

The Lost Colony also unfolds in its second episode, The Red Menace, which I mentioned earlier. And last but not least, Eddie Campbell’s next opus, The Black Diamond Detective Agency is a power- house drama set in 1877, when a train bombing strikes terror in the heartland. It’s gripping and topical and even Eddie Campbell’s longstanding fans will be daz- zled, I suspect. Look for the trailer online and elsewhere, in the near future—we’re launching this one like a movie.

Artwork from Sardine 3 courtesy of First Second. What can we expect from First Second in the future? You have a pair of interesting nonfiction every weapon, every tattoo, every long- titles that can serve double duty as cur- house is meticulously researched, but on MS: It’s safe to bet First Second will riculum support and pleasure reading: the other, it’s a brilliant comic book read keep surprising with its range and scope. Journey into Mohawk Country, a pri- and a journey of transformation for its More titles for all ages, and other genres mary source document, which records characters. Quite a feat. And yes, a trea- and categories, such as comics journal- the adventures of an early American sure for the classroom. ism, new kinds of nonfiction, and some explorer, and Kampung Boy, the mem- major talents from other fields—play- oir of a young Muslim boy growing up Kampung Boy is very different, but also wrights such as Adam Rapp, screenwrit- in Malaysia. gives a window into another culture and ers such as J. T. Petty, novelists such as another time. It’s the memoir of Lat’s Jane Yolen, historians such as Catherine MS: Yes, absolutely. George O’Connor’s childhood in rural Malaysia, growing up Clinton—and many more contributing Journey Into Mohawk Country is one Muslim. Lat is a superstar in Southeast to the collection. I have somewhere near of our first titles in a line of nonfic- Asia but virtually unknown in the United sixty more contracts lined up ahead, tion graphic novels. It’s the diary of a States. I’m very proud and excited to which also include some discoveries, Dutch explorer’s journal from 1635 in be presenting him here, and the book very talented newcomers, as well as what would later become New York. At is already getting rave reviews. We got a some stars from the world of comics the time, the great military power in the lovely quote for it from Matt Groening, with a real following: Paul Pope, Derek region was the Mohawk nation, and these who is one of Lat’s greatest fans. Again, Kirk Kim, Christophe Blain, Jessica Abel, are the Dutchman’s words, verbatim. So a terrifically fun read, but also a precious to name only a few. it’s a historical document and a remark- tool in a teacher’s hands. I intend to able episode of our history, but it’s also bring lots more of this caliber. Can you tell I’m excited? & O’Connor’s inspired vision as he breathes new life into it, graphically. On one hand,

Spring 2007 • Children and Libraries 15 Getting Graphic The Rise of Graphic Novels for Children

A Mouse in Their House The Holm Siblings Banter about Babymouse

Elizabeth Bird

omic books in the libraries? The mere idea has the potential to strike terror in the hearts of traditional librarians Ceverywhere. Yet with the rise in quality graphic novels on library and bookstore shelves, the time has never been better to get acquainted with some of the best written works of fiction available to kids today.

By and large, it is still sometimes difficult to find great graphic novels for younger children. One of the few outstanding series for kids is Babymouse, written by Jennifer L. Holm and illustrated by her brother, Matthew Holm. Jennifer is perhaps best known for her 2000 Newbery Honor–winning Our Only May Amelia and the 2006 Newbery Honor Penny From Heaven. Matthew was an associate editor at Country Living magazine from 1996 to 2004. He is now a partner in and creative director of the Hot Knife Design firm.

How did your collaboration come about?

Jennifer Holm: Well, I have four brothers. (I’m the only girl.) So there were a lot of comic books around our house when I was growing up, not to mention a lot of stinky socks.

Matthew Holm: Hey! Matthew Holm and Jennifer L. Holm (Photo courtesy of Matthew Holm and Random House Children’s Books). JH: I read comics all the time because my brothers did. Our parents really encouraged our comic habit, too. I was pretty much weaned on Prince Valiant because our dad is a huge fan, and we had the bound versions in the house. Our mom was famous for giving us comic books at the beginning of long car trips to keep Elizabeth Bird is a librarian with the New York Public Library’s us quiet (it worked for maybe five minutes). Central Children’s Room. She recently served on the Newbery committee and has a children’s literary blog at MH: I liked regular comic books, but I was an even bigger fan http://fusenumber8.blogspot.com. of newspaper comic strips. I probably spent more time reading

16 Spring 2007 • Children and Libraries A Mouse in Their House

Artwork courtesy of Random House.

and rereading books of Peanuts strips MH: I think graphic novels for younger all that much, though. Also, it helps that (our eldest brother had been buying kids are here to stay. Publishers are just we live six hours away from each other them since the 1960s!) than I did read- beginning to get up to speed on them, now, so our collaboration is done almost ing Dr. Seuss. And later I got addicted to and when they do, you’ll see them fill- entirely virtually. Garfield, Bloom County, and Calvin and ing the market like any other genre. It’s Hobbes. important to remember how new all of MH: Working in magazine publishing as this is. Even though comics and graphic I did, or in advertising as Jenni did, you JH: One thing I noticed as a kid was that novels have been around for years and figure out very quickly how to leave your there weren’t a lot of female characters. years, the fact is that, as of even two years ego out of the working and editing pro- I ranted for years about the lack of cool ago, no traditional publisher (i.e., no one cess. (Or else you have a nervous break- girls and the only one who listened to me outside of the superhero or manga world) down.) So really, I haven’t found working was Matt. Matt was a budding cartoon- had any experience with producing them with Jenni to be terribly different from ist himself, and we probably shared the or marketing them. Even today, the major- working with anyone else that has a greatest passion for comic books. ity of what we’re seeing on the market are professional background and outlook. either reprints (like Jeff Smith’s Bone), Except that, you know, she hands me Then, I guess what happened was . . . we translations (all the Japanese manga), or work at Thanksgiving dinner or birthday were both living in New York and I came adaptations of existing works (as with the parties, instead of waiting until I’m back home after a bad day at work. (I was Baby-Sitters Club series and the adapta- at the office on Monday. working in advertising at the time; not a tions of classic literature). The publishing happy industry like children’s literature.) machine is just getting rolling, and as Let’s talk color. The Babymouse books This image of an irritable little mouse it does, we should see more and more are an extraordinary vibrant pink with popped into my head, and I scribbled original works for all ages—especially for some white and black. Why just those her down on a napkin and gave it to younger kids, who are a huge market. colors? Ever consider expanding your Matt. The rest is history. (And, yes, for the palette? record, we have lost the napkin with the What’s it like working with your brother? first Babymouse drawing. Typical.) How does it differ from a working rela- MH: Actually, that was an expansion for tionship you might have with someone me! Before Babymouse, I had worked As a children’s librarian, I’ve had a great you didn’t grow up with? mostly in black and white. But one of deal of difficulty finding graphic nov- the first things Jenni insisted on—all els for younger children. In this light, JH: When Matt first moved to New York the way back at that first napkin sketch, Babymouse has been a boon. In your own City, he, ahem, “crashed” in my tiny I believe—was that Babymouse always opinion, do you see this as a trend that’s one-room studio apartment in the West have a pink heart on all her outfits. So going to continue or just a passing fad? Village for several months. If we could we started out the book thinking we’d survive that, we can survive just about do it all black and white, plus the pink JH: I truly hope it’s a trend. Graphic novels anything. Matt’s probably the most chill hearts on her dress. And maybe some are just ideal for this audience. They’re a brother in the world. Pretty much our pink hearts for the page folios. nice bridge between picture books and rule is if somebody feels strongly about chapter books and help foster a love of something during the creative process, We quickly added more and more pink. reading. (At least they did with us.) they get their way. This doesn’t happen The first two books open on shots of

Spring 2007 • Children and Libraries 17 A Mouse in Their House Babymouse’s bedroom, in which the lem we were wrestling with—how to I haven’t felt the need to expand the wallpaper, bedspread, and so forth, are show that Babymouse was slipping into Babymouse palette yet. For one thing, covered in hearts. By the time I had a daydream. The solution (so obvious drawing around one hundred pages colored in all of those hearts, the book now) was to make Babymouse’s fantasy of black and white and pink for every had a lot of pink in it. But that actually world pink, leaving her drab, everyday book is workload enough—I shudder to helped us solve an even bigger prob- life black and white. think how long it would take me to do

things, I imagine it will calm down or find a natural level An Editor’s View at some point, but I do think there’s been a need for Editor Shana Corey has been integral in the creation of original graphic novels (especially for younger readers) the Babymouse books. She’s an avid reader, sometimes for some time and now that publishers, writers, librarians, writer, and currently an editor-at-large at Random House, and booksellers have seen that the audience is there, I where she began working straight out of college. In the don’t think they’ll go away. years since, she’s had the pleasure of working on just about every format—board books, picture books, early What inspired you to back a graphic novel? Will we be readers, and chapter books, including Junie B. Jones seeing more? and the Magic Tree House Research Guides. She is now primarily acquiring and editing middle grade and young SC: I wasn’t a graphic novel fan before Babymouse, but adult novels, as well as series such as Junie B. Jones and Babymouse is so accessible you don’t have to have a Babymouse. graphic novel background to get her, and that’s what got me excited about the books. I think graphic novels How did the Babymouse enterprise come to your can seem scary to readers (like myself) who aren’t familiar attention? Did you develop any parts together? with them, and the hardest part is getting someone to pick one up and try it. Shana Corey: I wish I could take more credit, but it was all Matt and Jenni. I was visiting Jenni after her son was I think we’re already seeing more traditional publishers born, and she started telling me about this spunky girl trying them, there are a lot of original graphic novels out mouse she’d been working on with her brother Matt. I was there and in the works now, and a lot of publishers are intrigued because it was so different than anything that also repackaging backlist titles into graphic novels. was out there at the time—this was in 2003—before the graphic novel renaissance had really hit kids books. Do you think more novelists are getting interested in graphic novels? There were graphic novels and manga already of course, but most of them were geared to a much older audience SC: Yes and no. It’s in the air, and I think authors do get and the content wasn’t always appropriate for younger inspired by that. But I think a lot of authors have probably kids; seeing Babymouse, I realized there really was a hole always been interested—like Matt and Jenni, who’ve been in the market and it was high time someone published devouring comics since they were kids—and perhaps a graphic novel specifically for those kids. Babymouse they’re just now showing them to us because mainstream was also very different from what I knew of Jenni’s other publishers are still relatively new to the graphic novel writing, which is always interesting. She showed me some game and are just now becoming open to them. pages on her laptop that she and Matt and been e- mailing back and forth, and I told her I thought it would It’s also tricky for authors though because it really helps be perfect for Random House. to either be an artist yourself or to work very closely with an artist to make a graphic novel work—that’s why you Matt and Jenni developed the character and the stories, see so many writer-illustrator teams, whereas with and we really worked together with our art director traditional publishing, an author submits a manuscript Cathy Goldsmith and our production department on and it’s the publisher who finds an artist. In a graphic the format—how long it should be, what we could do to novel, the text and art are just too closely intertwined for make it stand out, and so on. None of us had ever worked that to always work. on a graphic novel, so we ended up developing a work process as we went along. Have the Babymouse books lived up to your expectations? What’s your opinion of the future of graphic novels for children? SC: Nope, they’ve exceeded them every step of the way. SC: I hope [they’re] here to stay. There’s a lot of excitement about graphic novels now. As with all “new”

18 Spring 2007 • Children and Libraries A Mouse in Their House a full-color Babymouse book. But, more who have to dig holes all day, books MH: This is my first big-time children’s importantly, I’m of the opinion that any about babysitting, books about eating book. Before Babymouse, all of my other good art, design, or writing project needs fried worms, and books about a pig published work was either serious, well-defined style limits. [Or] else, things whose best friend is a spider, there’s grown-up stuff or funny but completely start going all willy-nilly. room for books about a mouse who under the radar (I drew a Web comic likes cupcakes and has a big imagina- back in the 1990s about an alien who got Recently I’ve noticed that a lot of chil- tion—especially when that mouse has to stranded on Earth). So it’s been nice to dren’s authors (Shannon Hale, Jane deal with things such as bullies, figuring see something as silly and lighthearted Yolen) have followed your lead and have out who her friends are, and learning as Babymouse receive such thoughtful, started creating graphic novels. Do you to appreciate her often-annoying little professional handling and execution see this as something that more and brother. And that’s not even getting into from our publishers at Random House. more authors are turning to? If so, why? What are your influences? Any graphic JH: I do think that more children’s “If there’s room on their novelists or comic book artists come to authors are going to be chiming in with mind? graphic novels, and I say, the more, the shelves for books about merrier! Jane Yolen and Shannon Hale Sneetches and Loraxes MH: I programmed myself over a num- are fantastic authors, and I know what- ber of years by reading so much Charles ever they do will be great. I think certain . . . there’s room for Schulz (Peanuts), Berkeley Breathed genres, such as fantasy, especially lend (Bloom County), and Bill Watterson themselves to graphic novels because of books about a mouse (Calvin and Hobbes). Every now and the opportunity for striking visuals. You then I’ll take a second look at a character can show an entirely new and fantastic who likes cupcakes.” I’ve drawn and I’ll see an expression that world in a single panel. —Matthew Holm reminds me of Opus or Calvin or Charlie Brown. MH: As an illustrator, I’ll be interested to see what sort of working process devel- the fact that Babymouse reads constantly I also love the old masters of the late- ops in this new crop of graphic novels. and daydreams about scenes from great eighties graphic-novel boom, such as Aside from being one of the few brother- literature. Frank Miller’s The Dark Knight Returns sister teams out there, Jenni and I are and Alan Moore’s Watchmen and V for also unusual in that both of us were Were you encouraged by your pub- Vendetta. I was really into the indie involved with the writing and illustrating lisher to create Babymouse even before black-and-white comics scene of the of Babymouse from the start. As a rule in you came up with the idea, or was this early 1990s, especially Eastman and children’s literature, authors and illustra- entirely concocted out of your brains? Laird’s original Teenage Mutant Ninja tors almost never communicate, but it’s Turtles and comics such as Dave Sim’s pretty tough to keep that kind of a wall MH: No, we came up with it on our own Cerebus. I can’t say that any of those up with a graphic novel. You need a lot of and shopped it around for about two- not-for-kids comics had a major impact back-and-forth. and-a-half to three years before anyone on Babymouse, but modern comics do. saw the potential in this kind of graphic Jenni’s pretty addicted to a host of comic So I’m curious whether the publish- novel series for kids. book writers—Brian Michael Bendis ers will continue to assemble teams of (Powers, Ultimate Spider-Man) and Grant authors and illustrators and try to medi- JH: It came out of our own manic, cup- Morrison (WE3, All Star Superman)—so ate the workflow (as they do with picture cake-obsessed brains. I have to say, she’s always sending me her favorites. books now), if they’ll team people up though, that Random House took a huge and let the author and illustrator figure leap of faith in publishing Babymouse, Any future Babymouse books in the out the process on their own, or if you’ll and they brought a lot of creative ideas works? see more authors and illustrators com- to the table. Our editor, Shana Corey, and ing to the table together with a joint book our art director, Cathy Goldsmith, both JH: Luckily, I had a great elementary proposal, the way Jenni and I did. helped design the Babymouse layout school experience, so there’s plenty of (trim size, gatefold, paperstock, silver material. Babymouse: Rock Star came If you meet someone who feels graphic foil on cover). Shana also came up with out [last] September 26, and Babymouse: novels haven’t any literary value, how the idea to have something, literally, on Heartbreaker [came out] in January 2007. do you convince them that Babymouse every page. So even on the credits page, Basically, we’re trying to bring out a new is worth having on their shelves? there is a little Babymouse joke. It’s one book every four months or until Matt’s of my favorite parts of the book. hand falls off. MH: Wow. Tough customers. Well, I think that if there’s room on their shelves for How has working on this series been dif- MH: Sigh. & books about Sneetches and Loraxes, ferent from some of your other works? books about boys under Gypsy curses

Spring 2007 • Children and Libraries 19 The Influence of Pat Mora How–and Why–Literacy Becomes Political Kathleen Dudden Rowlands

oet and children’s book author Pat Mora stands quietly Grafted onto an original Mexican tradition of celebrating the behind the lectern as her audience takes their seats. child (El día de los niños), Mora’s Día is now celebrated through- PDressed in a long suede skirt and a bright orange sweater out the United States on April 30 by participating universities, accented by a tangerine silk scarf richly threaded with gold, libraries, schools, museums, and community organizations. Mora is a desert flower, a luminous surprise in the dim light of Her hometown of El Paso supported the first celebration of the university meeting room. She is speaking about writing—her El día de los niños/El día de los libros, held on April 30, 1997. memoir, essays, books of poetry, and more than twenty children’s The El Paso Public Library, with assistance from the National picture books. But she also shares her commitment to children’s Association to Promote Library and Information Services to literacy and to spark interest in her literacy initiative El día de Latinos and the Spanish-Speaking (REFORMA) led the effort los niños/El día de los libros (Día), also known as Children’s Day/ and were joined by Tucson, Arizona, Austin, Texas, and Mora’s Book Day. current residence of Santa Fe, New Mexico.

Since then, Día has expanded and is now celebrated across the country. The Association for Library Service to Children (ALSC) became the national home for Día in 2005, a step that ensures further expansion.

The biggest Día celebration to date was held in 2005 in Mora’s hometown. Thirty thousand people—many of them low income—participated. The city of El Paso provided free bus service, and police donated their time to the event. Thousands of books in both English and Spanish were given to children during the celebration.

Austin also supported a successful celebration of Día in 2005. Thirty literacy and child advocacy organizations participated; each had a booth and an activity focused on bilingual arts, crafts, games, and songs promoting literacy. Children made book posters, bookmarks, and character masks. They enjoyed storytelling in both Spanish and English. Activity sheets invited

An assistant professor in the Michael D. Eisner College of Education at California State University, Northridge, Kathleen Dudden Rowlands is the author of Opening Texts: Using Writing to Teach Literature (Heinemann, 1990) as well as a number of professional articles, essays, and poems. A high school teacher in Honolulu for twenty years (and a member of the ethnic minority there), Rowlands has a keen interest in multicultural literacies and the complexities of lives lived in borderlands. Pat Mora

20 Spring 2007 • Children and Libraries The Influence of Pat Mora acquire both an understanding of reading and the knowledge base needed for comprehension in a second language.

In addition, an event such as Día may offer one of the few opportunities bilingual children—particularly those from high poverty areas—have to experience books that reflect them and their cultures. Much research has established that children from poor communities have less access to books at home, at school, and from public libraries than children from more privileged backgrounds. Simple lack of access inhibits literacy development, because, as noted literacy scholar Stephen Krashen has argued many times, children with access to reading materials read more than those without access, and children who read more, read better. A Native American dance group performs in Tulsa, Oklahoma (Photo courtesy of Keba Access to books—such as that provided Ballard). by events like Día—may be the single most effective weapon in the battle for literacy among the economically disad- them to write or illustrate stories. The 5. promoting library collection devel- vantaged. day engaged and enthralled children of opment that reflects our plurality. all ages and of many cultures with the Promoting Día’s important goals annually wonders offered by books. These are not frivolous goals, and Mora’s isn’t enough, of course. Support of bilin- commitment to Día is about much more gual literacy means parents, teachers, and For Mora, community outreach and than getting a few pretty picture books librarians remembering that every day cooperation are important side benefits into the hands of youngsters—even should be thought of as El día de los niños/ of Día. She is pleased that the event those who have no books available in El día de los libros. It means promoting offers communities opportunities to their homes. Día is a critically important what Mora calls “bookjoy” routinely, by promote issues such as health services effort on behalf of children from disad- finding habitual ways to link children to or Head Start programs to families who vantaged and nonmainstream social and books, languages, and cultures. might not otherwise have access to that economic backgrounds. information. However, no matter what else is included, children and the devel- First, Día reminds lib- opment of bilingual literacies remain rarians to assess and Día Award Winners the main focus of every Día celebration. increase their collec- From its earliest inception, Día has been tions. They must expand These libraries have been honored with a celebration of childhood and bilin- the bilingual offerings the REFORMA Estela and Raúl Mora Award for gual literacy. As a result, its goals have available to children their Día celebrations. Visit www.patmora.com for included commitments to: because Día typically more information. escalates demand. One 1. honoring children and childhood; Oregon library, for 2000 Austin (Tex.) Public Library example, found that the 2. promoting literacy and the impor- circulation of bilingual 2001 El Paso (Tex.) Public Library tance of linking all children to books, books increased by 300 languages, and cultures; percent in the month 2002 Multnomah County (Ore.) Library around Día. 3. honoring home languages and cul- 2003 Corvallis-Benton County (Ore.) Public tures, and thus promoting bilingual Efforts such as these are Library and multilingual literacy in this mul- central to developing ticultural nation, and global under- literacy among all chil- 2004 Providence (R.I.) Public Library standing through reading; dren. The importance of bilingual literacy is, of 2005 REFORMA de Utah 4. involving parents as valued members course, well established. of the literacy team; and Children who read in 2006 Kenton County (Ky.) Public Library their primary language

Spring 2007 • Children and Libraries 21 The Influence of Pat Mora for her voice—and others like hers—to be heard.

In her essay “Endangered Species” she writes, “Like many Chicana writers . . . I felt our voices were absent from what is labeled American literature but is U.S. Eurocentric literature seasoned sparingly with a bit of Color [sic].”3 For Pat, writing was fundamentally about preserving culture while making it accessible—and understandable—to others.

Success came slowly. Mora sent in several manuscripts and received rapid rejec- tions, frustrating her. “Writing for publication was discouraging,” she explains, “and rejection was hard to deal with.” Finally she had luck publishing adult poetry. And at last Knopf bought the Dancers at Multnomah County (Ore.) Library. manuscript for her first picture book— Tomás and the Library Lady. However, three illustrators worked with it before the book was finally published ten years That a successful and prolific author of In 1979, she finally began taking writ- later. As a result, in 1992, A Birthday many bilingual children’s books would ing seriously. Still, because she was a Basket for Tía became Pat’s first pub- be a strong advocate of bilingual liter- university administrator and the mother lished picture book. Tomás was not pub- acy efforts makes sense. But Mora’s pas- of three teenagers, she couldn’t write lished until 1997. sion to expand children’s literacy arises from a well far deeper than a mercenary desire to encourage potential readers. Mora’s commitment to Mora credits a 1994 poetry fellowship Of Mexican heritage, she grew up in a Día is about much more from the National Endowment for the bilingual household in the border town Arts with pushing her to become a full- of El Paso. Books were central to her than getting a few pretty time writer. She explains, “After teaching childhood. all levels, working in university adminis- picture books into the tration, briefly directing a natural history On her Web site she writes, “When the museum, and serving as a consultant on desert wind howled outside, I felt safe in hands of youngsters— U.S.-Mexico exchanges, I now devote my bed with a book.”1 Her mother was even those who have myself to a life of words.” Throughout a prolific reader who actively supported her life, Mora has inhabited what Mary her children in their literacy develop- no books available in Louise Pratt has called a “contact zone,” ment by reading to them and encourag- a space “where cultures meet, clash, and 4 ing frequent sojourns to the library. In their homes. Día is a grapple with each other.” Her first col- addition, Mora’s aunt taught the children lection of essays, published in 1993, is the power of story, enthralling them at critically important titled Nepantla—a Nahuatl Indian word a young age with tales in English and effort on behalf meaning “the land in the middle.” Spanish about growing up in Mexico. For Mora, literacy—bilingual literacy— of children from In it she writes, “I am a child of the bor- was a powerful foundation of her home der, that land corridor bordered by the culture. disadvantaged and non- two countries that have most influenced my perception of reality.”5 For Mora, the Mora began writing in elementary mainstream social and border is not a dividing line between school, although she claims she didn’t economic backgrounds. two adjacent nations, but a physical and really become a writer until she was cultural space shaped by the ebb and in her late thirties. “As a child, I never flow of language and wisdom from each. thought of myself as a writer because I full time. “I was really only doing the Border living is living with dissonance. never saw a writer who looked like me,” writing from the edges,” she admits. In She writes, “There probably isn’t a week she explains. “I never knew a writer who spite of the difficulties finding time to of my life that I don’t have at least one was bilingual.”2 write, Mora felt it especially important experience when I feel that discomfort,

22 Spring 2007 • Children and Libraries The Influence of Pat Mora the slight frown from someone that wordlessly asks, ‘What is someone like her doing here?’”6

As might be expected, cultural dissonance is a theme throughout Mora’s work. Her much-anthologized poem, “Sonrisas” (“Smiles”), begins “I live in a doorway/between two rooms. . . . ”7 Caught between the Anglo world of teacher and university administrator, and of Chicana culture, the speaker observes both worlds, but is unable to participate fully in either.

As Mora writes in “Two Worlds,” another, even more explicitly autobiographical poem from My Own True Name, she is “Bi-lingual, Bi-cultural,” and she is “American but hyphenated.” To Anglos, she is “perhaps exotic/perhaps inferior, Clowns spread the joy at Glendale (Ariz.) Public Library. definitely different.” To Mexicans, she is alien even though she speaks Spanish. To both cultures, she is “a handy token/ The girl is powerless in the face of humil- want us to be perceived as active sliding back and forth/between the iation. A shower cannot wash away her participants in creating a society fringes of both worlds.”8 Border people pain. Without adequate recourse, the we all want to live in. Yet I have with hyphenated cultures assimilate into experience is devastating.10 learned that committing yourself the cultures they inhabit more rapidly, to those who are often denigrated, perhaps, than those cultures are able to Oppression, survival, and often triumph ignored, and seen as inferior can be assimilate border people. commingle in Mora’s work. She recog- heartbreaking work. nizes the power provided by her heritage Other poems recount the continuing culture as she and others like her join the It is heartbreaking, indeed, to face deni- humiliation of encountering Anglo prej- mainstream. In “University Avenue” she gration, particularly when it arrives unex- udices—whether the speaker is a new writes, “We are the first/of our people to pectedly. Mora tells the painful story of arrival to the United States (as in the walk this path.” Although the students a press known for publishing work for poem “1910,”) or a native-born citizen of “move cautiously,” they become “guides Latinos. The editor received a letter from the United States.9 In “Sugar,” for exam- for those who follow.” They have been a teacher in western Pennsylvania say- ple, a family stops at the local store on prepared by their people for success, ing, “There is no need to send me your its way home from the fields to enjoy a given “gifts from the land.” They “do not catalog. I teach gifted and talented; I payday treat of candy, ice cream, or soda. travel alone” because their “people burn am not the resource teacher.” Because The speaker, a teenage girl born in the deep within.”11 As for these students, that teacher had no Spanish-speaking United States watches the Anglo custom- heritage gifts empower Mora’s work, both children in her classes, she simply felt it ers “shrink from our brown skin” and as a writer and as a social activist. unnecessary to expose her students to agonizes, “Why do we come here?” She Latino cultures. Equally unsettling is the overhears a woman call her family “dirty When Mora speaks, her voice is a des- teacher’s assumption that only students wetbacks,” wondering aloud if “they ert breeze, warm and powerful. “I in the resource classes would understand ever/bathe.” The poem ends with the have issues I feel passionately about,” (or need) bilingual or bicultural texts. girl’s physical (and futile) attempt to wash she says. away her pain, ironically becoming—lit- Because we are products of our personal erally—a “wetback” in the process: My essays and public speaking experiences, Mora believes all teachers allow me to be part of the kinds can find places to connect with differ- I scrub her words away in the of societal change I want to see ence if only they know how to look. She shower, scrub take place. A key issue is having tells of another teacher, also from west- the U.S. Latino and Latina voice ern Pennsylvania, who became interested My skin till it burns, let the water heard and respected, whether we in her writing and her work with Día. run are talking about public policy, literacy, or American literature for “The woman created an incredible Down my back and my dark children or adults. I have a desire experience for me when I was there,” American legs. to move away from the margin. I Mora says.

Spring 2007 • Children and Libraries 23 The Influence of Pat Mora The students were beautifully books that can take ten years to reach editors or assistant editors get hired, prepared, and she had a little song the bookstores.” they often look just like the last I had written for Día put to music so ones. And they come from similar it could be performed. At the end of She explains, “There is a lot of resistance experiences. We need diversity in the visit I asked her,”Where did your to Latino and Latina writers. Editors reviewers as well if we are going to passion for Latino children—any won’t admit it. They believe they are broaden the kinds of books readily children who are not perceived as open, but when you look at their cata- available. Getting diverse books into mainstream—come from?” She logs, you can tell.” All aspects of the bookstores—especially the mega- looked at me and answered, “I was industry have to change in order to make bookstores—is another difficulty. raised Mennonite. I know what it’s a real difference. We all need to be more aggressive in like to be perceived as different.” going to talk to the bookstores about I want to see young Latinos what we want. We need to go to the Mora wants publishers to commit to thinking about going to New York manager and say, ‘Where are the producing work produced by Latinos and becoming editors or marketing children’s books by Latinos?’ And and Latinas. Experience has taught her directors. If we really want things to we need to be prepared if they say, that “publication [of Latino texts] is a be different, we need to see diversity ‘Do you have a list of what you are really tough journey. There are some all the way through. When new looking for?’ We need to be ready to

to make papel picado and cookie sombreros. The A Look at How Libraries Celebrate following year, we had a Spanish DJ who played Spanish Here’s a look at what some libraries have done to pop songs and led games and karaoke. Crafts and celebrate Día. storytimes rounded out the event. In 2006, we had a local musician perform songs from Latin America. Families were My branch library celebrated Día with three storytimes. invited to come early and make maracas to use during We read stories in Spanish (Sueños by Margarita Robleda the program. The musical tour through Latin America or Pinta Ratones by Ellen Stoll Walsh) and Spanish-theme involved lots of singing, dancing, and maraca playing. stories in English (La Cucaracha Martina by Daniel Moreton Both the 2004 and 2005 events were supported by Library or Gotta Go! Gotta Go! by Sam Swope). We counted to Services and Technology Act (LSTA) grant funds; we did ten in English and Spanish and sang “De Colores” by Raffi. not have extra funding in 2006 for our program.—Katie Each program ended with a craft. Our branch doesn’t Guzek, Brown County Library, Green Bay, Wisc. usually have Spanish storytimes, so parents welcomed the change.—Anne Robert, Jacksonville (Fla.) Public Library In 2006, we featured South American music and dancers. We decorated the library with paper flowers and piñatas Providence (R.I.) Public Library won the 2004 Mora Award. and offered arts and crafts projects, including making Each year, the library sponsors an annual bilingual (English/ necklaces, fuzzy caterpillars, and foldable books. The Spanish) story writing competition. This contest, which has event drew about eight hundred kids to the branch, and grown in popularity over the last four years, promotes we had about thirty volunteers.—Stephen Ellis, Gresham the celebration of culture and bilingual literacy. In 2005, (Ore.) Library in addition to Pablo Alvarez’s book-making workshop, we held classes in creative writing, family writing, and In 2006, nearly two thousand children and adults enjoyed drawing. Eighty-seven children, ages two through twelve, a week of bilingual literacy activities related to El día de from sixteen different schools and child care centers los niños/El día de los libros (Children’s Day/Book Day) submitted books to the contest. Ten outstanding books sponsored by four public libraries and eight other literacy were selected. All books were displayed at the R.I. School agencies in the area. A literacy fiesta including bilingual of Design Museum during the fifth annual El día de los storytimes, crafts, music, dancing, piñatas, cascarones, niños/El día de los libros celebration, which featured and free books for all children topped off the week. Día award-winning author/illustrator Yuyi Morales. More than activities were supported by a grant from the Institute seven hundred participated.—Tonia Mason, Marketing of Museum and Library Services under the provisions of and Communications Director, Providence (R.I.) Public LSTA as administered by the Kentucky Department for Library Libraries and Archives under the direction of the Kenton County Public Library. For their efforts, the libraries won the We held our first El día de los niños/ El día de los libros 2006 Estela and Raúl Mora Award.—Sara P. Howrey, El Día event in 2004 on a Friday evening with a Spanish DJ Committee of Northern Kentucky and Cincinnati, Boone playing Spanish pop hits, clowns leading games, and a County (Ky.) Public Library, Campbell County (Ky.) Public live Spanish band. In between performances, children’s Library, Kenton County (Ky.) Public Library, Public Library of librarians read Spanish stories and lead finger plays in Cincinnati and Hamilton County (Ohio) Spanish. Craft programs offered children the opportunity

24 Spring 2007 • Children and Libraries The Influence of Pat Mora help, not just complain. We need to about his images. be ready to help create change. Doña Flor looked so Mexicana, and Mora’s activism is not limited to literacy I loved that about or causes affecting diverse peoples living what Raúl captured. in the United States. She is also a com- She is beautiful, mitted feminist. and she is utterly immense. I mean, Many people believe that the phrase I knew she was big . . . . “intelligent Mexican woman” is . . I wrote the book! an oxymoron. We live in a patriar- But to show how big chal world that changes very slowly. she is, the illustrator There were years where the word used just her foot feminist has been contested because across two pages! women from African American, And the people next or Chicano, or Native American to that foot look like traditions and cultures felt that it leprechauns!” wasn’t their word because white feminists had not included all of us. Mora is skilled with the nuances and I am committed to the word the power of lan- because I feel that for those of us guage. Her influ- who believe in the power of the ence is becoming word, part of our work in the world “utterly immense” is to expand definitions of words to as well. As Henry what they could be or should be, to Giroux asserts, “lit- develop their full wealth. Were I not eracy becomes an as committed as I am to women’s enabling condition” full development, I might not have because it affords chosen to do as many picture books people opportuni- that have spunky girls at their core. ties to choose and Author Yuyi Morales reads at Providence (R.I.) Public Library shape their societal (Photo courtesy of Tonia Mason). Her picture book Doña Flor illustrates roles, emancipating her commitment to portraying strong themselves from Univ. of New Mexico Pr., 1993), 15. Mexican women. potentially “oppressive and colonizing 4. Mary Louise Pratt, “Arts of the practices.”12 Literacy empowers. And Contact Zone,” Profession 91 (1991): “Children grow up with the image of Mora is determined to empower all oth- 34. Paul Bunyan and his strength. I wanted ers living in borderlands—physical or 5. Mora, Nepantla, 5–6. them to see Doña Flor, this amazing cultural—even as language has empow- 6. Ibid., 6. woman who is bigger than a mountain ered her. & 7. Pat Mora, “Sonrisas,” Borders and bilingual. I wanted them to see how (Houston: Arte Público Pr., 1986), incredibly powerful she is,” she said. “As Additional information about El día de 20. you read the book, you learn that she los niños/El día de los libros can be 8. Pat Mora, “Two Worlds,” My Own speaks every language—even rattler! She found at www.patmora.com and www True Name: New and Selected is close to all the animals, and they are .ala.org/dia. Poems for Young Adults 1984–1999. very much a part of her life because she (Houston: Arte Público Pr., 2000), understands their languages.” 39. References and Notes 9. Pat Mora, “1910,” My Own True Because authors of children’s books Name, 30. rarely have any influence over the illus- 1. Pat Mora, www.patmora.com 10. Pat Mora, “Sugar,” My Own True trator a publisher will select for their (accessed July 5, 2005). Name, 44. words, Mora was anxious to see how 2. Pat Mora, telephone interview with 11. Pat Mora, “University Avenue,” My Raúl Colón would portray her heroine. author, May 12, 2005. All other Own True Name, 23. “I wondered, ‘How would he see this direct quotes from Mora come from 12. Henry A. Giroux, “Literacy, woman who is taller than a mountain? this interview. Pedagogy, and the Politics of How would he capture that?’” 3. Pat Mora, “Endangered Species,” Difference,” College Literature 19 Nepantla: Essays from the Land in (1992): 1–11. She was delighted by Colón’s interpreta- the Middle (Albuquerque, N.M.: tion. “From the beginning, I was crazy

Spring 2007 • Children and Libraries 25 Seattle Bound! ALA Midwinter Meeting, January 2007

All photos by Sharon Verbeten

The stunning architecture of the Seattle Public Library drew attention.

ALSC President Kathleen T. Horning Carole Fiore, Hedra Packman, and Todd Morning, seated from left, discussed addresses leaders at the Division Projects and Research Priority Group business. Leadership Meeting.

26 Spring 2007 • Children and Libraries Seattle Bound!

From left, Jan Watkins of Skokie (Ill.) Public Library, Susan Stonesifer of Howard County (Md.) Library, and Stephanie Shauck of Maryland State Department of Rita Smith, left, and Jan Watkins take Education are part of the Partnerships Priority Group. a break during the All Committee Meeting.

Former ALSC President Gretchen ALSC’s Oral History Committee met during the All Committee Meeting. Wronka consults with a group during the All Committee Meeting.

Author SAMI signs a board book at the Blue Apple Books booth in the exhibit hall. Seattle’s Pike Place Market was a highlight for many ALA attendees.

Spring 2007 • Children and Libraries 27 Plants and Poetry Integrating Science, Fine Arts, and a Library’s Special Collection Elaine R. Radwanski and Marilyn J. Ward

uestion: What happens when a children’s literature and n primary school students performing a vibrant plant poetry- theatre specialist and a plant scientist work together theatre production with costumes and props in the library’s Q to create a college course linking the Carthage College media theatre? Center for Children’s Literature in the Hedberg Library to plant science, with the goals of: Answer: It creates transforming educational experiences for all participants (primary school students, college students, n college students using children’s books to introduce plant and two professors) through the surprisingly powerful synergy science to kindergarten through fourth graders in an enrich- of plant science and the library’s special collection, botanical ment program at local private primary schools; content, and creativity.

n college students performing children’s plant-themed poetry Carthage’s Center for Children’s Literature houses an extensive for the Hedberg Library’s open-to-the-public Friday Family collection of more than 25,000 volumes accumulated by John Fun Night in the Center for Children’s Literature; and Stewig. His areas of research and teaching are visual literacy and children’s picture books, issues in children’s literature, language arts curriculum, and drama in the curriculum. Stewig has published 104 articles in 47 periodicals and is the author or Elaine R. Radwanski Ph.D. is a plant molecular biologist with coauthor of 12 scholarly books, as well as 10 published picture years of experience in teaching elementary and middle books for children. school education majors about plants and basic biology. She also oversees senior projects created by biology majors Highly respected in his field, he was elected the chairman with secondary education minors. Radwanski and Ward of ALA’s 1998 Caldecott Award Selection Committee, which presented this work at the November 2005 National Council awards the coveted Caldecott Medal. Stewig is the director of of Teachers of English Annual Conference in Pittsburgh, Pa. Carthage’s Center for Children’s Literature.

Marilyn J. Ward Ph.D. is a specialist in children’s literature with interests in poetry and drama. For more than a decade, she The Hedberg Library has taught children’s literature and creative arts methods at Carthage College in Kenosha, Wisconsin. She is the author The library is named in honor of 1950 Carthage College gradu- of Voices from the Margins: An Annotated Bibliography of ate Don Hedberg, who has fond memories of spending Friday Fiction on Disabilities and Differences for Young People nights with his children in the local public library and who (Westport, Conn.: Greenwood Pr., 2002) and is co-director of strongly supports activities involving the public at Hedberg the Carthage College Center for Children’s Literature. Library. The weekly Friday Family Fun Night at the library proved to be a very successful venue for performances by

28 Spring 2007 • Children and Libraries Plants and Poetry Carthage College students of children’s plant-based poetry and prose, including Road Trip to Florida, a humorous original one-act play by a Carthage student, focused on the plants you would see on a drive from Wisconsin to Florida. The children in the audience also participated in activities that invited them to enjoy plants and poetry with a mix of reading, art, and music.

Interdisciplinary College Program and Collaboration with Primary School

For the past decade, Carthage has had a signature collegewide requirement, Junior Symposium, whose goal is to foster interdisciplinary experiences for upper- level students to lead them to make connections to fields outside their majors. Recently the faculty has approved an experimental set of Junior Symposia (now Young performers receive certificates of achievement from Dr. Ward after the called Carthage Symposia) that consist performance. of a single team-taught course combining different academic disciplines.

Ward and Radwanski were interested in collaborating on using the special collection in the Center for Children’s Literature and plants to teach younger children basic science and jumped at the opportunity to offer an experimental Carthage Symposium combining Elementary Education and Plant Science.

Plants, Poetry, and Performance

The goal? To combine plant science with children’s literature and theatre at the college level. In this interdisciplinary college course, students both investigated basic plant structure and function and discovered that children’s books from the special collection were powerful tools for stimulating learning. Children’s books with plant-related themes (gardening, From left, Anne, Christina, and Taylor perform “I’d Never Eat a Beet.” agriculture, ecosystems, and the like) were explored in class through reading aloud, book talks, and the performance one of the highlights of the course and were delighted that they had created an of poetry. The college students learned gave them a greater appreciation of the environment where the college students a variety of readers’ theatre techniques, primary school students’ (PoetKids) were able to open up to their creativity how to “score” a poetry performance, rehearsals and performance. College stu- using children’s literature and carry out and how to use movement and props to dents were required to attend at least two assignments that produced thoughtful, enhance the performance. rehearsals and to complete official class- beautiful, and unusual poems, hand- room observation forms (used by educa- illustrated stories, and dynamic poetry By their own admission, the college stu- tion majors observing master teachers) performances. dents’ own poetry performances were recording the experience. The professors

Spring 2007 • Children and Libraries 29 Plants and Poetry hour-long enrichment humans. Mystery bags filled with bits program. Ward taught of things made from rubber, wood, and them the “how-to” of cotton cloth were used to stimulate the creating effective les- children to think about the origins of son plans. The first year such materials. the PlantKids program started with a Carthage After teaching the PlantKids, the student reading aloud Carthage students evaluated their les- The Tiny Seed by Eric sons and wrote a reflection on the expe- Carle; the children excit- rience. The reflections were a revelation edly interacted with the to the professors: reader by pointing to pictures in the book to “The little children still hold on to answer questions.2 a sense of awe because everything is new, it isn’t recycled. This is what The children then I found to be the most rewarding learned basic seed struc- while I observed and taught.”— ture from large, hand- English major and secondary drawn, labeled diagrams education minor of beans. The part the children enjoyed the “The pictures and different ideas most on this first day from the book were a good way to get was planting their very into the lesson that we had planned own seeds (Wisconsin for the day. . . . I think the kids were “Fast Plants” and beans) stunned to actually see how much Emily and Erika present their original poem “Our Beautiful that would be on a light of the everyday world came from Garden.” shelf in the science class- plants.”—Business major room for the rest of the The basic content of the college students’ PlantKids sessions. “With the teaching being hands-on, plant laboratory experience came from the students were able to get more the required “textbook” for the course, Another group of fledgling teachers cov- involved in the science of plants Oh Say Can You Seed: All about Flowering ered germination by showing that seeds and make learning that much more Plants from the Cat in the Hat series.1 soaked overnight could be dissected to pleasurable. This entire teaching More detailed botanical information reveal the baby plant inside and its food experience was an honor to take was contained in the laboratory work- source. Each group of four to five chil- part in, and I would jump at the book created by Radwanski. The college dren had a copy of Oh Say Can You Seed, chance to teach and hang out with students learned a variety of basic lab and they read the section on seeds and the students again.”—Accounting techniques and conquered basic plant germination aloud to each other. Roots major structure and function. The Carthage and shoots were explored in another ses- students also learned methods and strat- sion. Celery stalks soaked in food color- The primary school students wrote egies for teaching science in their own ing showed the “pipes;” juice boxes with charming letters to the college profes- classroom at the primary school. straws modeled how water is sucked up sors about what they learned: the “pipes” from the soil. A felt story- Teaching Botany via Children’s Literature board based on The Great Big Enormous “Today I learned that you can eat Turnip by Aleksey Nikolayevich Tolstoy some roots.”—Kindergartner For the past two January terms, Plants, about a family’s adventure in pulling up Poetry, and Performance has involved a really big turnip led to lively discus- “The most best part in Plants and an average of twenty students from two sions of all the different roots that we eat, Poetry is when we ate fruit and different local private primary schools enhanced by actual edible roots for the planted things. And I also like (PlantKids/PoetKids). They ranged from children to identify and touch.3 everything we did today (building kindergartners to fourth graders and ecosystems).”—Second grader had been selected by their teachers as Plant products and how humans use talented enough to flourish in both the them were introduced by a dramatic “The brassica seeds are not seeds science enrichment program and the reading of Weslandia by Paul Fleisch- anymore. They are growing very tall. theatre piece. man, the tale of a misfit boy who creates They also look like clovers.”—Third his own “land” by growing and using grader The challenge for the Carthage students plants for everything he needs.4 This was was to develop engaging, informative an excellent way to start a discussion “Today I learned the parts of the lesson plans about plants for the daily exploring how important plants are to flower. I really enjoyed it. Brandon,

30 Spring 2007 • Children and Libraries Plants and Poetry Kristi, Rachelle, and Erin did a lic performances. More than one hun- mary schools are eager to participate in really good job. Thank you.”—Third dred family members, friends, and fans Plants, Poetry, and Performance again, grader attended each show, both of which were as are the professors. & held in the Neimann Media Theater in Plant-based Poetry in the Hedberg Library. the Hedberg Library References The combination of Carthage College By using a variety of playwriting tech- students, bright and motivated primary 1. Bonnie Worth, Oh Say Can You Seed: niques to transform children’s stories school students (Kindergarten through All about Flowering Plants (New and poems about plants (gardening, York: Random House, 2001). bugs, water and rain, fruits, vegetables, 2. Eric Carle, The Tiny Seed (New York: flowers, trees, saving forests) into excit- The professors were Simon & Schuster Children’s Pub., ing minidramas, Ward created the scripts 1991). Twist and Sprout (2005) and Bon Appetit delighted that they 3. Aleksey Nikolayevich Tolstoy, The . . . Wherever You Eat (2006). had created an Great Big Enormous Turnip (New York: Harcourt, 2002). Poems included originals by Ward environment where 4. Paul Fleischman, Weslandia (“Twist and Sprout”), plus many more (Cambridge, Mass.: Candlewick Pr., well-known favorites. The long list the college students 1999). included “No, I Won’t Turn Orange!” and 5. Jack Prelutsky, “No, I Won’t Turn “I’d Never Eat a Beet” by Jack Prelutsky, were able to open up to Orange!”; “I’d Never Eat a Beet,” in “Wild Strawberries” by Shel Silverstein, their creativity using The New Kid on the Block (New York: Langston Hughes’s “April Rain Song,” Greenwillow, 1984), 31, 124; Shel and the famous and funny “Celery” by children’s literature. Silverstein, “Wild Strawberries,” Ogden Nash.5 in A Light in the Attic (New York: Harper & Row, 1981), 66; Langston One of the poems, “Our Beautiful fourth grade) with supportive admin- Hughes, “April Rain Song,” in The Garden,” was written and performed istrators, staff, teachers, and parents, Random House Book of Poetry for by two sisters (kindergarten and third plus two college professors committed Children, selected by Jack Prelutsky grade) in PoetKids 2005. Creative drama to improving basic science and creative (New York: Random House, 1983), techniques—pantomime, movement, arts education proved to be dramatically 97; Ogden Nash, “Celery,” in Poetry improvisation, oral interpretation, story synergistic. The college students were Place Anthology, Instructor Books dramatization, props, costumes, music, surprised by the transformative power (New York: Scholastic, 1983), 148. and more—were used in the final pub- of teaching and theatre. Both private pri-

Find Out What You’re Missing!

Have you visited the Kids! @ your library® Public Awareness Campaign Web site yet? The campaign tool kit available at www.ala.org/kids (click on “Tool Kit”) offers a great selection of materials to help you promote your library to children and their families. And, it’s all free! theme to engage and energize the Charlotte-Mecklenburg The latest additions to the tool kit include the following community, striving to make sure every child in the county resources in Spanish: So Much to See. So Much to Do. @ your in grades K through 5 had a library card by January 2007; and library® logos; print-ready public service advertisements in 3) how Maricopa County (Ariz.) Library District sponsored a PDF; audio public service announcement scripts; and a list month-long Family Festival to promote the idea that there is of Top Ten Things for Kids to Do @ your library®. So Much to See. So Much to Do. @ your library®. We especially welcome libraries already using campaign materials to post Looking for proven ways to use these materials? Visit the Kids! their success stories to the wiki. @ your library® Best Practices Wiki at http://wikis.ala.org/ alsc/index.php/Advocacy and find out: 1) how Bill Harley’s Don’t miss out. Visit www.ala.org/kids and take advantage “At Your Library” song was used at a parade, during a fam- of all the free artwork; downloadable games, activities, and ily night play, and on a library promotion video; 2) how the contests for kids; audio PSA recorded by Bill Harley; and Public Library of Charlotte and Mecklenburg County (N.C.) much more. All created by children’s librarians for children’s used the So Much to See. So Much to Do. @ your library® librarians.

Spring 2007 • Children and Libraries 31 Reading Readiness Partnering for Reading Readiness A Case Study of Maryland Public Librarians Gilda Martinez

Working from Epstein’s Theory of Overlapping Spheres of on average and with each of their subgroups—than schools Influence, twenty-six Maryland public librarians from urban, already at or beyond the state’s starting point. Indeed, the suburban, and rural counties were studied to investigate their experts told us—and we and they tried to tell Congress—that storytime and outreach practices intended to help children with this AYP formula is not only statistically stacked against school reading readiness. Primary data collection for this mul- diverse schools; it also calls on most high-poverty schools— tiple-case study took place in the course of eight months and with their well-documented lack of resources—to achieve a involved semistructured interviews and observations made by rate of academic progress that has never before been seen, the researcher, as well as the review of library outreach docu- not in our most advantaged schools and not even in so-called ments. Interviews were transcribed, along with observation data; world-class school systems.2 both were coded to identify similarities and differences among librarians’ practices. Maryland Kindergarten Assessment Results The study found that librarians were implementing information obtained during an emergent literacy training session into their In Maryland, school readiness baseline information has been storytime and outreach practices, thereby incorporating current gathered statewide from the Work Sampling System assess- standards for kindergarten readiness. The findings suggest that ment since the 2001–2002 school year. This assessment is based funding for additional library staff and professional develop- on teacher observations of classroom activities in the areas of ment, as well as increased volunteer support are needed. These social and personal development, language and literacy, math- resources would assist librarians in providing more frequent ematical thinking, scientific thinking, social studies, the arts, library-based activities, and more targeted outreach to support and physical and health development. Information from this children’s early literacy development. assessment is used to provide meaningful instruction, to group students based on ability levels, and to provide additional sup- hildren, especially those from low socioeconomic areas, port based on student needs. Performance data reveal that do not have the necessary skills to begin school ready disparities in student performance are related to race and Cto learn to read.1 Despite No Child Left Behind provid- ethnicity, gender, prior care, special education, limited English ing federal funding to schools in low-socioeconomic areas to proficiency, and socioeconomic status. improve student achievement, if schools do not make adequate yearly progress (AYP), shown through standardized assessment Overall, in the 2001–2002 school year, 49 percent of all children scores, their schools could be at risk of losing funding. entering kindergarten in Maryland were ready to start school. Table 1 shows the differences between various groups. More Sandra Feldman, then-president of the American Federation of specifically, in terms of language and literacy, only 36 percent Teachers, talked about this issue in her keynote address at the of all students were ready to learn to read. With these data, we Quest Conference in Washington, D.C., on July 10, 2003. She have evidence that there are significant disparities among chil- explained: dren entering kindergarten in Maryland.3

This means that schools whose students are way behind from the start have to make far, far more annual progress—both Community Organizations

For almost twenty years, experts have recognized that “the Gilda Martinez is an assistant professor in the Graduate problems of educational achievement and academic success Reading Program at Towson University in Maryland. demand resources beyond the scope of the schools and of most families.”4 While families and schools have the greatest role to

32 Spring 2007 • Children and Libraries Partnering for Reading Readiness play in children’s academic preparation life. When parents, teachers, students, help children begin school with reading and success, studies suggest that com- and others view one another as partners readiness, Maryland public librarians munity-based organizations also have a in education, a caring community forms attended a professional development role to play. around students and begins its work.7 session to learn what state education leaders expect of children entering pub- For families in which both parents work, Community organizations across lic kindergartens. for single-parent families, and even for the United States are becoming more seemingly storybook-perfect nuclear involved in supporting children’s learn- families, community institutions and ing. In 2002, for example, Maryland Training Maryland Librarians volunteer agencies can give their chil- public libraries launched a campaign dren access to adults with a wide range to promote early literacy development. Reading specialists employed at Johns of talents and perspectives not likely to Public librarians in Maryland have been Hopkins University developed a one- be found within a single family.5 working with children, parents, com- day training session for librarians from munities, and schools to help achieve Maryland public libraries, which was Community-based organizations, such this goal by: funded by the division of library devel- as Even Start, Head Start, or public librar- opment and services at the Maryland ies, can assist parents in learning how to ■ providing storytimes to children of State Department of Education. The help prepare their children for school in a various ages; goals were to familiarize participants variety of ways, such as providing hands- with the most current research on how on workshops and practical tips on chil- ■ assisting patrons (parents, children, to help young children start school ready dren’s cognitive and social development. and community members) in finding to learn to read, familiarize participants Parents who learn how to prepare their books of interest; with the way readiness is assessed in children for school can observe and sup- Maryland’s schools, and demonstrate port their children’s language develop- ■ providing helpful tips on how to how public libraries can become a vital ment and the development of other skills choose age-appropriate books; and partner in the goal of achieving school on a daily basis. Knowing how to help readiness for all children. Content their children is a step toward ensuring ■ making an effort to connect with included information on the Maryland school readiness, because many parents communities and schools to share Model for School Readiness (MMSR), want their children to succeed in school what their libraries have to offer and the Work Sampling System (WSS), and but do not know how to prepare them.6 bring community members into the current research on best practices for library.8 early literacy instruction. There are many reasons for developing school, family, and community However, librarians are not trained in During the session, issues of how and partnerships. They can improve school the developmental process of reading why to develop language and literacy programs and school climate, provide or in how schools assess reading skills skills in young children were addressed, family services and support, increase in young children. Their training focuses along with the importance of developing parents’ skills and leadership, connect on the areas of cataloging, classifica- reading motivation. Librarians received families with others in the school and in tion, references, collection development, an overview of current research for pre- the community, and help teachers with programming, records management, paring children to learn to read, which their work. However, the main reason storytelling materials, literature for chil- involved information from a partner- to create such partnerships is to help all dren and young adults, and computer ship of the National Institutes of Health, youngsters succeed in school and in later databases.9 To further their skills to the Public Library Association (PLA), and the Association for Library Service to Children (ALSC).10 They also were Table 1. Maryland Kindergarten Assessment Results informed about the language and literacy section of MMSR and WSS. Group % Fully Ready to Start School African American 37.0 MMSR is a set of guidelines kindergar- Hispanic 39.4 American Native 44.6 ten teachers use to observe their stu- Asian 55.4 dents and determine whether they are: Caucasian 57.6 (a) proficient, (b) in process, or (c) need Special education 30.8 development in (1) personal and social Children in poverty 34.9 development, (2) language and literacy, Limited English proficient 36.7 (3) mathematical thinking, (4) scientific Males 43.8 thinking, (5) social studies, (6) arts, and Females 55.2 (7) physical development and health. Cared for at home or in informal setting 39.9 WSS is an observational tool used by Cared for in nonpublic nursery 68.0 teachers to indicate the level of student readiness in the seven areas. The train-

Spring 2007 • Children and Libraries 33 Partnering for Reading Readiness ing session provided to Maryland public librarians focused on the language and Working Toward School Readiness Age Group: Birth to two-year-olds literacy sections of MMSR and WSS. In Directions: Highlight the questions addressed in your storytime session. Circle the question that addition, workshop trainers used books you called attention to for parents. Use the notes section to list materials and other information to model how to develop reading readi- you want to share about your storytime activities. ness skills in young children to prepare them for kindergarten. Print Motivation: Did I develop the idea that reading is fun? Outreach programs also were discussed. Language and Vocabulary: Librarians completed a think-pair-share Did I make connections to concepts and vocabulary when reading? activity to describe how outreach was Did I call attention to the pictures in the story? provided at different branches. (A think- Did I encourage the children to respond through movement and music? pair-share consists of the speaker posing a question to the audience. The audience Parent Connection: members are asked to think about the Which of the actions above did I call the parents’ attention to during the storytime? (Choose one to explain quickly and simply during the flow of activities.) question individually. Then, the people in the audience are asked to pair up with Notes: their neighbor to discuss their ideas. Last, the pairs contribute their ideas with the entire group or audience.) Responses ranged from how libraries provided outreach to parents and community mem- Figure 1. Storytime Planning Sheet: Birth to Two-Year-Olds bers to how they provided outreach to schools, childcare facilities, and many other agencies and institutions. Working Toward School Readiness Age Group: Two- to three-year-olds Storytime planning sheets, developed Directions: Highlight the questions addressed in your storytime session. Circle the question that by Elaine Czarnecki, a reading special- you called attention to for parents. Use the notes section to list materials and other information you want to share about your storytime activities. ist from Johns Hopkins University, were distributed and provided an outline for Print Motivation: librarians to remember the types of activ- Did I develop the idea that reading is fun? ities that are developmentally appropriate for the following age ranges: birth to Language and Vocabulary: two-year-olds, two- to three-year-olds, Did I make connections to concepts and vocabulary when reading? and four- to five-year-olds. The sheets Did I call attention to the pictures in the story? Did I encourage the children to respond through movement and music? covered skills that kindergarten teachers Did I give the children the opportunity to respond orally by asking questions about the story expect children to be familiar with when and/or pictures? they enter school. Concepts about Print: A discussion emphasized that not all Did I call attention to the cover of the book and point to and read the title? areas of the planning sheets needed to Did I point to the print and occasionally run my finger along it while reading? be covered in one storytime, but they Narrative Skills and Comprehension: served as a reminder to librarians to Did I use puppets or a flannel board to have children participate in retelling the story? cover areas they might not normally Did I talk about the events of the story? cover. The proper use of the planning Did I help the children link the events and characters to what they know about? sheets required librarians to highlight skills they would address in a storytime Parent Connection: and then circle one skill they would Which of the actions above did I call the parents’ attention to during the storytime? (Choose one to explain quickly and simply during the flow of activities.) make an effort to communicate to parents. For example, if a librarian circled Notes: “Did I call attention to the pictures in the story?” this would mean that they would tell parents attending storytime why they pointed out pictures in the story and the Figure 2. Storytime Planning Sheet: Two- to Three-Year-Olds importance of doing it at home as well (see figures 1, 2, and 3). groups and asked to plan a reading activ- olds. Each group received a large tub of After lunch, librarians put theory into ity for birth to two-year-olds, two- to books, a CD player and CDs, puppets, practice. They were divided into three three-year-olds, and four- to five-year- noisemakers, and other storytime mate-

34 Spring 2007 • Children and Libraries Partnering for Reading Readiness

Working Toward School Readiness Participants and Setting Age Group: Four- to five-year-olds Directions: Highlight the questions addressed in your storytime session. Circle the question that Purposive sampling was used to iden- you called attention to for parents. Use the notes section to list materials and other information tify the libraries. The libraries selected you want to share about your storytime activities. were specifically chosen to represent diverse populations throughout the state Print Motivation: of Maryland and to present balance, Did I develop the idea that reading is fun? build variety, offer personal viewpoints, and provide a learning opportunity for Language and Vocabulary: Did I make connections to concepts and vocabulary when reading? readers. Maryland public libraries from Did I call attention to the pictures in the story? low, middle, and high socioeconomic Did I give the children the opportunity to respond orally by asking questions about the story areas (determined by county supervis- and/or pictures? ing librarians) from each of the following counties participated in the study: three Phonological Awareness or Sensitivity: libraries from rural Carroll County; three Did I read aloud a rhyming story or poem? Did I invite the children to chime in on the rhyming parts? libraries from suburban Howard County; Did I include any type of language play, such as a song or a game? three libraries from suburban and urban Prince George’s County; and one library Concepts about Print: from rural Wicomico County, an eastern Did I call attention to the cover of the book and point to and read the title? shore representative. (Wicomico County Did I model left to right progression with a big book or a poem on a chart? has only one library.) Twenty-six public Did I allow the children to draw a picture and “write” about the story after reading? librarians from these ten libraries par- Letter Recognition: ticipated. Did I read aloud an enjoyable alphabet book? Did I make connections between the first letters of the children’s names and the letters in a Table 2 provides specific demographic title or an alphabet book? information about these counties based Did I allow the children to play with magnetic or foam letters after the storytime read alouds? on U.S. Census data from 2000. These data demonstrate differences among Narrative Skills and Comprehension: Did I have the children participate in retelling the story, or telling about the characters, the populations in Maryland based on problem, and how the story ended? county residence. Did I talk about the events of the story? Did I help the children link the events and characters to what they know about? Did I encourage the children to make predictions before and during reading? Data Collection Parent Connection: Which of the actions above did I call the parents’ attention to during the storytime? (Choose Well-organized interviews provide one to explain quickly and simply during the flow of activities.) insight about people’s backgrounds, goals, thought processes, reasoning, and Notes: needs.11 Therefore, interviews were a central method used in the study. Through interviews, the researcher sought to understand the participants and their Figure 3. Storytime Planning Sheet: Four- to Five-Year-Olds perceptions.

rials. They were asked to create a story- 2. Are librarians using the storytime The interview questions developed for time outline using their planning sheets. planning sheets or other information this study sought to elicit information on Each group presented its outline and from the training session? the librarians’ professional background, modeled parts of its storytime. job satisfaction, storytime training, out- 3. What outreach are librarians provid- reach, and other general areas of interest ing to parents, schools, and commu- (see figure 4). The questions were devel- nity members? oped prior to the start of data collection Purpose of this Study and emerged from the study’s primary 4. How has the training session influ- research question: Have Maryland pub- This study sought to answer the follow- enced librarians’ outreach? lic librarians utilized the information ing questions. about language, literacy, motivation, and 5. What further training sessions or outreach acquired through the training 1. How are librarians conducting story- resources would librarians benefit session in their storytimes and outreach times? from? activities?

Spring 2007 • Children and Libraries 35 Partnering for Reading Readiness Step One Table 2. Participants and Setting Description The interview questions served as a guide Carroll Howard Prince George’s Wicomico and began with queries about the par- (Rural) (Suburban) (Urban) (Rural/E. Shore) ticipants’ educational backgrounds then Population 155,654 255,707 816,791 85,426 eased into the more focused questions.12 Caucasian 96% 74% 27% 73% African American 2% 14% 63% 23% The interviews were semistructured Asian 1% 8% 4% 2% Hispanic 1% 3% 7% 2% to allow participants to openly share HS graduates 85% 93% 85% 81% information about their practice, while Bachelor’s + 25% 53% 27% 22% maintaining enough structure to collect ESL 4% 14% 16% 6% pertinent information across cases. The Below Poverty 4% 4% 8% 13% length of the interviews was about forty- Children in Poverty 6% 5% 11% 19% five minutes. Step Two

After initial interviews, librarians were Background: observed. The researcher used the plan- What is your educational background? ning sheets from the training to structure How long have you been a librarian? the observations and to determine how How long have you been at this branch? much information, if any, they applied to their storytimes. Job Satisfaction: What do you enjoy most about being a librarian? What do you find most rewarding? Observations were scheduled in advance What do you find most challenging? to ensure minimum disruption. The observations primarily focused on how Storytime Training: the librarians implemented what they What did you learn in the training about storytime activities? discussed during their initial interviews. Before having been trained, were there any activities or ideas for storytime that you had not thought of or had not done? The researchers also observed the librar- Have you been able to implement anything from the training? ians to gain knowledge of the types of Was it successful? activities they implemented from the storytime planning sheets and the type Outreach: of parent connections they made. Do you engage in outreach to parents, community members, schools, etc? Please explain. (How? How often?) Have you done outreach differently since you received the training? Please explain. Step Three Do you have any flyers or information that you provided before/since receiving the training? Following the observations, the re- Overall: searcher again interviewed the librar- Overall, did you find the training helpful as a child librarian? ians. This second interview allowed What was most useful? the researcher to ask questions left If you could change anything about the training’s content, what would it be? What more would be helpful to improve your current practice? unanswered by the initial interview and observation to achieve the goals of this research project.13 The second Figure 4. Interview Protocol interview also provided the librarians with an opportunity to discuss how they perceived the storytime’s out- The researcher organized a focus group To further comprehend librarians’ prac- come. Questions posed varied for each to review the suitability and appropriate- tices, they were observed and asked to librarian based on areas the researcher ness of the interview protocol and ques- provide the researcher with newsletters, believed required further investigation. tions. Focus group participants included flyers, and other written outreach infor- three supervising librarians and three mation. The following steps describe Step Four children’s librarians from each of the data collected, which included prelimi- following Maryland counties: Carroll, nary interviews, observations, follow-up Outreach documents collected consisted Howard, and Prince George’s. These interviews, artifacts, and follow-up writ- of flyers, brochures, newsletters, posters, librarians provided feedback about the ten surveys. Web site addresses, and local newspa- interview protocol questions but did not pers. These documents confirmed the answer the questions. interviewee information about outreach

36 Spring 2007 • Children and Libraries Partnering for Reading Readiness activities, added to the description of that emerged through this process are audience sometimes when you use a outreach activities discussed during the described further in this article. real short story. However, most of this initial interviews, and shed light on other storytelling is geared for adult or high types of outreach activities the partici- school kids. Since the training, I have pating libraries were providing, yet were Summary of Key Findings put more emphasis on stopping and not mentioned during the interviews. asking questions, having children Storytimes predict, mentioning the author and illustrator, and just going into more Data Analysis In general, librarians were found to be depth than just reading the books. conducting storytimes that exhibited The following describes the methods of their ability to implement the objectives A librarian from rural Wicomico County data analysis used by the researcher for of the training session. They were also added, this project. using the storytime planning sheets to aid in creating developmentally appro- I got some good ideas. For example, Step One priate activities for children during their when we purchased materials for storytimes. storytimes, we bought puppets and To keep accurate records, all interviews magnetic letters, which were ideas were tape-recorded and transcribed. Librarians were implementing ideas and from the training. The training also Transcribing interviews is highly recom- activities from the workshop and story- gave me the vocabulary, educational mended to ensure that relevant infor- time planning sheets such as develop- terms to describe my work. mation acquired through the interview ing language, vocabulary, phonological process is captured.14 Through a process awareness, concepts about print, letter In general, librarians reported that the of reading and rereading the transcribed recognition, narrative skills, and com- training session had validated their work, interviews, which totaled 129 pages, the prehension in young children. These provided them with research-based researcher coded key phrases that librar- objectives were achieved, for example, activities that they could readily incor- ians used, which showed they incor- when librarians explained vocabulary, porate in their storytimes, and taught porated information from the training used name tags to point out children’s them about kindergarten expectations and provided outreach. Coded phrases names and letters in their names, helped so they could understand the connection included words such as parents, out- children make personal connections to between their library services and young reach, motivation, and school readiness. stories, and asked predicting questions children’s school readiness. In addition, while reading. Librarians also provided librarians reported that they had not Step Two

Key phrases were then compared to In general, librarians reported that the training identify commonalities and differences among the librarians interviewed. These session had validated their work, provided them comparisons were not made to quantify with research-based activities that they could differences in the occurrences of such phrases, but to identify similarities and readily incorporate in their storytimes, and taught differences in the context in which they were used. them about kindergarten expectations so they could understand the connection between their library Step Three services and young children’s school readiness. Observation results were coded and compared to identify overriding themes to reveal merits and shortcomings information to parents and caregivers received professional development on among and between individual cases.15 about the importance and purposes of kindergarten expectations before. As a Categories contained in the storytime the activities. result of the training, they believed they planning sheets were used to code the were better able to select books and library observations. A librarian from rural Carroll County develop storytime activities specifically said, to promote early literacy skills that young Step Four children need to enter school ready to You want to know the unbelievable learn to read. The interviews, observations, and out- truth? In library school you are not reach documents were compared within prepared for specifics of storytimes. Differences noted among librarians were each library, between libraries in each You might take a storytelling course minimal, primarily stylistic, and did not county, and between libraries in dif- where you actually learn to tell affect the quality of information provided ferent counties. The central themes stories, which works for the younger during the storytimes. The only storytime

Spring 2007 • Children and Libraries 37 Partnering for Reading Readiness observed that did not incorporate best ing the quality and importance of their cover important areas in developing practices throughout was provided by the outreach, librarians wanted to build language and literacy. least-experienced librarian, who intro- their capacity to provide more services duced concepts that were not develop- to their neediest populations. To accom- While each county was working on reach- mentally age-appropriate. However, this plish this, they believed they needed ing their community through different librarian was able to verbalize what was more hours and needed to hire addi- outreach practices, the effects of librar- learned during the training session and tional librarians. ians outreach efforts were not being sys- did, in a follow-up observation, provide tematically evaluated. The ten libraries children with fitting activities. Each county’s outreach activities dif- studied were not tracking school readi- fered. Noteworthy activities were being ness outcomes for children participating Librarians also expressed the desire for conducted in each county. Librarians in in library programs because of the vari- other professional development work- rural Wicomico County created and dis- ables making it quite difficult. As a result, shops focused on student learning. seminated a quarterly newsletter (The librarians could only provide anecdotal Howard and Wicomico County librar- Early Years) to community organiza- accounts of the impact of their story- ians, for example, requested training tions throughout the state. It included times and outreach. Supervising librar- and information on brain development information on home activities to sup- ians acknowledged these limitations and during the early years. Prince George’s port language and literacy skills. Rural showed an interest in incorporating an County librarians sought additional Carroll County provided pediatricians evaluation component in their outreach workshops and information on how to with reading kits to distribute to the practices. reach and teach parents about school parents of young children. Suburban readiness skills. Howard County’s A+ Partnership was a collaboration that united libraries with Limitations of the Study Outreach all schools in the county. A librarian from this county said, This research utilized a case study This study found that librarians provided approach. This approach allowed the promising outreach practices to families We have a partnership with every researcher to study librarians’ storytime and community partners. The training single school in the county. It’s the practices in their natural settings, con- session reinforced the importance of first of its kind in the nation. Each duct pre- and post-interviews with them outreach and gave librarians the time to library branch is assigned a certain to better contextualize the observations, describe to colleagues how, where, and number of schools to provide and review documents related to their why they were providing outreach. A outreach services to. It guarantees outreach efforts. These opportunities librarian from suburban Howard County that every school is connected to were essential to answer the questions Library commented, their local public library. posed by this study. However, limitations did exist. I found it useful to see how people Lastly, urban Prince George’s librarians from other libraries were providing provided professional development on a First, this study could have evaluated outreach. Learning how they used variety of topics, including school readi- in more depth what librarians’ prac- materials, accessed materials, and ness, to librarians within their county as tices were before the training session. put things together for outreach well as in neighboring counties. A librar- Through interviews, librarians discussed was a plus. ian from this county said, this issue after the training session had taken place. However, direct observation before the training session would A librarian from suburban Howard County Library have yielded a clearer picture of how the workshop influenced their practice. commented, “I found it useful to see how people The timing of the study did not allow the researcher to collect pretraining data. from other libraries were providing outreach. However, future studies of similar focus Learning how they used materials, accessed would benefit from such data. materials, and put things together for outreach Second, librarians from urban, suburban, and rural counties from low, mid, was a plus.” and high socioeconomic areas were interviewed and observed. Due to the time required for intensive qualitative Librarians provided outreach to com- I include the activities from the data collection, only four counties could munity organizations, schools, daycare storytime planning sheets in the be included in the study. For this reason, centers, hospitals, and other sites where outreach we do. The planning the counties and library locations were children and parents or childcare pro- sheets were helpful for me because carefully selected to ensure a good rep- viders were present. While acknowledg- I can look at the list and make sure I resentation of populations in Maryland.

38 Spring 2007 • Children and Libraries Partnering for Reading Readiness However, a larger scale study could have children’s reading readiness when pro- 3. Maryland State Dept. of Education, included more counties. Such a study vided with current information on edu- Children Entering School Ready to would generate even richer compara- cational research, policy, and practice. Learn: School Readiness Baseline tive data. The study also identifies areas of need in Information (Baltimore, Md.: librarians’ outreach practice. Maryland State Dept. of Education, Third, librarians were asked specific 2002). questions about the training session in Finally, it broadens our understanding of 4. Shirley B. Heath and Milbrey W. an attempt to measure specific outcomes the role of librarians in supporting com- McLaughlin, “A Child Resource that were directly related to it. This study, munity engagement in young children’s Policy: Moving Beyond Dependence however, cannot and does not claim learning and school readiness. This study on School and Family,” Phi Delta that librarians’ practices were a result thus contributes to our understanding Kappan 68, no. 8 (1987): 576–80. of one day of training. Nevertheless, of how libraries, as community organi- 5. Ibid, 579. data collected for this study indicate zations, can overlap with families and 6. Gilda Martinez and Amanda that librarians remembered the infor- schools to improve children’s academic McMahon, What Works? Promising mation provided in the training session success. & Practices for Improving the School and incorporated it into their practices. Readiness of English Language Perhaps this was because this type of The author would like to thank the librar- Learners (Baltimore, Md.: Ready at information had never been provided to ians who participated in this study— Five Partnership, 2004). Maryland public librarians before, their from the Maryland State Department 7. Joyce Epstein et al., School, Family, high interest in the topic, or a combina- of Education: Stephanie Shauck, Irene and Community Partnerships tion of the two. Padilla, Stacey Aldrich; from Wicomico (Thousand Oaks, Calif.: Sage, 1997). County: Kathleen Reif, Rachel Jones, Katie 8. Stephanie Shauck, “Maryland Lastly, some would argue that quantita- Odom, Barbara Graham; from Carroll Public Libraries: It’s Never Too tive procedures could have been used, County: Gail Griffith, Claudine A. Hanner, Early,” Journal of Youth Services in such as pre- and post-assessments of June A. Bitzel, Sandie Litsinger, Brenda Libraries 15, no. 2 (2002): 9–14. librarians’ early literacy knowledge, in Conaway, David Fair, Stacie Freedman, 9. Univ. of Maryland, Library and addition to this study’s qualitative mea- Susan Miller; from Howard County: Hope Information Services, 2004, www sures to make the study more robust. Chase, Cari Gast, Cecil Wong, Shelley .gradschool.umd.edu/catalog/ However, a variety of qualitative tech- Nituama, Charlotte Chu, Evelyn G. programs/LBSC.html (accessed Apr. niques, including interviews, surveys, Greenberg, Irva Gabin, Mary Grant; from 14, 2004). observations, and the collection of Prince George’s County: Micki Freeny, 10. Public Library Association, PLA Fact outreach flyers and other documents Kelley A. Perkins, Nancy Rome, John Sheet: Preschool Literacy Initiative, provided to community members, were Williams, Kathy Kirchoefer, Nedra Davis, 2000, www.ala.org/platemplate deemed most appropriate to answer Myra Katz, Rebecca S. Minetto, Audrey A. .cfm?Section=AboutPLA (accessed the research questions. This study thus Pridgen, and Denice S. Fini. In addition, Mar. 7, 2001). illustrates how a variety of data- thanks to Dr. Mavis Sanders from Johns 11. Patrick Dilley, “Conducting gathering methods can be employed Hopkins University, who was supportive Successful Interviews: Tips for in researchers’ efforts to understand a and assisted with qualitative procedures, Intrepid Research,” Theory into given topic. including methods of data analysis and Practice 39, no. 3 (2000): 131–37. reporting information, for this study. 12. Ibid. This study captures the experiences and 13. R. K. Yin, Case Study Research: practices of twenty-six public librarians References Design and Methods, 2nd ed. in four counties in Maryland who were (Thousand Oaks, Calif.: Sage, 1994). assisting families, caregivers, teachers, 1. Sandra Feldman, keynote address 14. Irving Seidman, Interviewing as and other community members in build- given at the Quality Educational Qualitative Research: A Guide for ing children’s literacy skills. Although the Standards in Teaching Conference, Researchers in Education and the results of the study are limited to the Washington, D.C., July 2003, www Social Sciences (New York: Teachers participants, and generalizations to all .aft.org/presscenter/speeches College Pr., 1998). Maryland public librarians need to be -columns/speeches/feldman 15. Uwe Flick, An Introduction to made with caution, the findings suggest 071003.htm (accessed Mar. 2, 2007). Qualitative Research (Thousand that librarians are and can be involved in 2. Ibid. Oaks, Calif.: Sage, 2002).

Spring 2007 • Children and Libraries 39 Reading Readiness First Day of Class The Public Library’s Role in “School Readiness” Betsy Diamant-Cohen

hildren’s librarians often tout the value of programs educators now focus on skills that enable a child to enter into for children under age five by asserting that they help a classroom ready to learn. Simply put, the term “school readi- C children develop preliteracy skills leading to “school ness” refers to a combination of the different skills leading to readiness.” What does this term mean in the education field success in school—positive early literacy language experiences and in the context of services we provide? combined with physical and mental health, social skills of self- regulating and, yes, playing well with others, basic cognitive A gap exists between what we know and what we do as a society skills, and curiosity and enthusiasm about learning.3 when it comes to early literacy skills, early care, and education. Jack P. Shonkoff, dean of the Heller School for Social Policy and Current thinking on school readiness builds on several recent Management at Brandeis University, blames this on mistaken key insights. In 1983, Howard Gardner proposed his multiple impressions, misunderstandings, and misplaced priorities.1 intelligences theory in Frames of Mind, which asserted that “First, many people think that infants, toddlers, and preschool- people had different kinds of intelligences and that each should ers are ‘too young’ to learn. Second, many people do not have a be addressed. This had a profound affect on the education com- clear understanding of how a good early learning program works. munity, leading to programs designed to promote more than just Third, too often, political rhetoric about the critical importance cognitive development.4 Daniel Goleman’s 1995 book Emotional of early education is not translated into reality when public Intelligence equated emotional intelligence with skills such as officials are devising and voting on budgets.”2 Early childhood the ability to share, listen, be curious and enthusiastic, verbally programs in the library can be essential to filling that gap by communicate feelings, be sensitive to others’ feelings, and be contributing to children’s acquisition of skills needed for school well-behaved in classroom and program settings.5 readiness and inviting parents to join in that process. Australian educator Brian Cambourne developed a theory of interactive and dynamic literacy learning based on “an under- Defining “School Readiness” standing that is created when the learners are engaged in using their cognitive processes in relation to their bodies and within “School readiness” may conjure up images of children who can the context of the physical world of materials, symbolic tools, identify letters of the alphabet and know their sounds, or count and nuances of their culture.”6 up to ten and recognize each number. These are not necessar- ily the most important skills for starting school. Kindergarten Scientific studies have shown that when a child’s social, emo- teachers can teach children their letters and numbers; before tional, and cognitive competencies have a chance to evolve in a the advent of Sesame Street and similar television programs supportive environment, his or her multiple skills and abilities and video games, they expected that to be an important part will merge, paving the way to succeed in school.7 The National of the job. Education Goals Panel (NEGP), an intergovernmental body of state and federal officials created in order to “assess and report Instead of teaching concrete math and reading, early childhood national progress toward achieving the National Education Goals” looked to research in child development and early education to argue “for a broader definition [of school readiness] Dr. Betsy Diamant-Cohen is the Children’s Pro- that included physical, social, and emotional well-being as well gramming Specialist at the Enoch Pratt Free as cognitive readiness.”8 Library in Baltimore, Maryland, and author of Mother Goose on the Loose (Neal-Schuman, In 1991, NEGP established five commonly accepted dimen- 2006). For more information on Mother Goose sions of school readiness: social and emotional well-being, on the Loose, visit www.mgol.org. health and physical well-being, approaches to learning, language development, and general knowledge.9

40 Spring 2007 • Children and Libraries First Day of Class As a result, while just “a generation ago, it and nurturing settings that prepare presented in Shonkoff and Phillips’ From was assumed that the process of becom- preschool children for more structured Neurons to Neighborhoods, which stated ing literate did not occur until a certain learning situations.18 Repeated atten- that emotional and social development level of maturity was attained,” literacy dance at such programs can aid healthy of young children is as critical to school has been redefined to include preliteracy brain development of babies and young readiness as language and cognitive skills that even very young children can children that may in turn set a path for development.24 learn.10 These skills translate into school easier learning and school achievement readiness, “the state of early develop- later in life.19 Marsha Weinraub of Temple University, ment that enables an individual child currently a principal investigator on the to engage in and benefit from primary Libraries are an obvious destination National Institute of Child Health and learning experiences. As a result of . . . for language development, due to their Human Development (NICHD) Study of interactions with others, a young child wealth of books and language-based Early Child Care, has observed that when in this stage has reached certain levels programs for all ages. One British study a child does not have the ability to relate of physical well-being and motor devel- maintained that public libraries help to the teacher, pay attention, or get along opment, social and emotional develop- children develop prereading skills instill- in a group, the teacher finds it difficult to ment, language development, cognition, ing the desire to read by inculcating a teach and assess that child. For a child and general knowledge.”11 love of books and an enjoyment of read- to gain school readiness skills, the whole ing.20 By providing access to both print child needs to be considered as an inte- and nonprint resources, libraries can grated developmental system well before Libraries and School Readiness help children build their early literacy the kindergarten years and needs to be skills while enabling them to become exposed to stimulation in many different Thanks to technological innovations, familiar with the tools they will most areas that will help him or her develop brain researchers have proven that likely be using in school. Early child- the social and emotional skills necessary babies have a great capacity for learn- hood computer game use at the library for success in school.25 “What happens ing.12 Researchers in human develop- can also help develop school readiness during the first months and years of life ment have found that “the process of skills by promoting social interaction, matters a lot, not because this period of becoming literate begins at birth and encouraging problem solving, stimu- development provides an indelible blue- takes place in the context of family life lating imagination, and enhancing the print for adult well-being, but because and community settings.”13 development of an attention span.21 it sets either a sturdy or fragile stage for what follows.”26 Brains may be wired for learning, but As children’s librarians, in addition to impediments can slow down the learn- providing resources, we are in a unique In an often-cited survey administered ing process. Stressors, such as poverty, position to run programs for parents or by the National Center for Education racism, dislocation, and violence can caregivers and children that help build Statistics, kindergarten teachers were affect a child’s development.14 When the preliteracy skills underlying school asked which qualities they felt were young children are exposed to excessive readiness. To do so, we must understand essential for kindergarten readiness. The childhood stress, “chemicals are released exactly what those skills are and how we top three were “that a child be physi- in the brain that damage its developing can help to strengthen them. cally healthy, rested, and well-nourished; architecture. . . .”15 On the other hand, be able to communicate needs, wants, repeated positive experiences can serve and thoughts verbally; and be enthusi- to strengthen the ability of the brain to Skills Necessary for School Readiness astic and curious in approaching new learn by contributing “to the formation activities.”27 of well-functioning neural circuits.”16 A child is considered ready for school if he or she has developed school readi- Teachers were also asked to rate the High-quality early childhood program- ness knowledge and skills in the years importance of factors for a child to be ming that provides stimulating activities before entering elementary school. If a ready for kindergarten. As the following in a safe, nurturing literacy environment child is not ready to enter kindergarten, demonstrates, technical skills, such as can be one type of positive experience.17 it’s unlikely he or she will catch up with being able to use pencils and to iden- In a warm environment where joyful the other children as the school years tify primary colors were considered less activities are shared with a caregiver and progress.22 The 1998 report Preventing important than enthusiasm, curiosity, spontaneity is encouraged in a regulated Reading Difficulties in Young Children and the ability to follow directions. way, students can learn how to interact claimed that children entering first grade in a socially acceptable way in a public need motivation to learn to read as well Ability Factors for Kindergarten Readiness space. as strong language and cognitive skills “to benefit from classroom instruction.”23 1. Can verbally communicate thoughts Although public libraries do not have the (84 percent) same day-to-day influence on young chil- The view of school readiness as pos- dren as their daycare centers or homes, session of cognitive, social, and emo- 2. Is enthusiastic and curious (76 per- they offer positive literacy environments tional skills is supported by research cent)

Spring 2007 • Children and Libraries 41 First Day of Class 3. Can follow directions (60 percent) tions with others. Thus, school readiness birth to five, birth to two, or three to five, is strongly connected with self-regula- perhaps expanding to age six in commu- 4. Is not disruptive in class (60 percent) tion, how the individual child can regu- nities where delayed school entry for six- late himself or herself.31 year-olds, especially boys, is common. 5. Is sensitive to others’ feelings (58 percent) Being ready for school also means that Putting Books in Their Hands a child is ready for academic learning by 6. Takes turns and shares (56 percent) having a working memory. They must Books in the house tend to lead to books be able to gather information, connect in the hand.34 Typically, children start 7. Pays attention (42 percent) it with something that is meaningful to their lifelong bond with reading by being them, store it in their brain, and recall read to, looking at picture books, knock- 8. Identifies primary colors and basic ing them off shelves and chomping on shapes (24 percent) Although public pages—forging an almost synesthetic relationship to books.35 But what about 9. Uses pencils and paint brushes (21 libraries do not have homes where literacy is absent or low percent) priority, whether due to poor or absent the same day-to- parenting, income issues, or adult 10. Knows letters of the alphabet (10 per- illiteracy? cent) day influence on young children as “In a number of ways, good early care 11. Can count to 20 or more (7 per- and education programs help children cent)28 their daycare centers enter school ready to succeed and have a particularly strong impact on low- As factors three through seven indicate, or homes, they offer income children who are at greater risk pro-social skills—the combination of for school failure.”36 As libraries tradi- behavioral and social skills that result in positive literacy tionally serve a wide spectrum of socio- self-regulation and social and emotional environments and economic groups, they are an ideal place competence—are essential for school to take on deficiencies in school readi- readiness. Per the survey, they are even nurturing settings ness connected to low income and cul- more important than entering school tural differences. Although it may be with rudimentary math or reading skills. that prepare preschool stated in many different ways, the main This is a combination of behavioral and mission of the public library has been social cognitive skills. Research shows children for more and continues to be to provide equal that children need to be able to regulate structured learning access to materials and services for all themselves in order to engage in learn- and to foster a literate society.37 ing.29 Examples include being able to sit situations. in a chair and pay attention, learning Per a research summary from Every to listen rather than focusing on some- Child Ready to Read @ your library®, a thing else, and controlling emotions and it when necessary. These skills, com- project of the Public Library Association behavior. Other components are the bined with the ability to pay attention, (PLA) and Association for Library Service ability to have positive interactions with to plan and self-regulate, help provide to Children (ALSC), divisions of the adults, demonstrate social awareness, the foundational skills for cognitive per- American Library Association, parental show concern for others, initiate positive formance.32 economic level has a direct connection interactions with peers, cooperate with with the reading and writing ability of others (sharing and turn taking), work children.38 Low family income has been toward group goals, and resolve conflicts Programs for School Readiness Skills shown to affect school readiness. Lower without resorting to aggression.30 income groups “engaged in less shared By offering free, well-promoted pro- picture book reading” than parents from Children must be able to control their grams that are easily accessible both middle-class groups, “47% of public-aid emotions and behavior to properly time- and transportation-wise, we can parents reported no alphabet books in interact with peers in a school setting offer parents and children a spectrum the home in contrast with only 3% of and build effective relationships with of school readiness–oriented activities.33 professional parents,” and one estimate peers and adults, particularly teachers. Library-based and -run lap-sitting pro- showed “the typical middle-class child Children who are not in control of them- grams, toddler times, preschool story enters first grade with 1,000 to 1,700 selves may exhibit problem behaviors, times, adult literacy programs, access to hours of one-on-one picture book read- such as being overly aggressive. On the educational video games, and general ing, whereas a child from a low-income other side of the spectrum, children who family programs are all excellent strate- family averaged just 25 hours.”39 feel too much in control can be socially gies for contributing to school readiness withdrawn and unable to initiate interac- development. Activities can target ages Public library programs offer wonder-

42 Spring 2007 • Children and Libraries First Day of Class ful opportunities for promoting school- into the home and shared among par- Parents learn that the activities are not readiness skills in children and creating ents and child (as well as siblings) is just fun, they are also helping to develop positive associations with books while another way that public libraries can their child’s brain at the same time. By showing parents how important these help to strengthen home literacy envi- interacting with young children, calling skills are and how to reinforce them ronments. them by name, asking them questions, at home. By offering adult literacy or commenting on their actions, the programs, they can also help parents Baltimore City’s Enoch Pratt Free Library librarian models good literacy behaviors strengthen their own reading skills. system runs a very successful weekly for parents. If a parent speaks to his early childhood program, Mother Goose or her child in ways that reflect library Parental Involvement and Modeling on the Loose, which I created while work- learning programs, the child will learn more vocabulary and grammar skills. Libraries are an excellent vehicle for promoting a key aspect of school readi- As libraries traditionally In family programs at some public librar- ness—parental involvement. Reading is ies, parents are given books to read aloud not just acquiring a set of skills; it is a serve a wide spectrum of to their children during the actual ses- value, a family value wherein education sions. Peer pressure and gentle librarian is seen as something that is important. socioeconomic groups, encouragement inspires them to share If books are read at home and ideas the book with their child, even if it is discussed, children will learn from their they are an ideal place not something that they routinely do at most important role models—parents to take on deficiencies home. However, the hope is that after and caregivers.40 doing it week after week at the public in school readiness library, they will grow accustomed to Child and parent interaction and reading book-sharing behavior and begin read- role models show a child that education connected to low income ing aloud to their child at home also. is important. Family literacy behavior Some libraries allow the parents to keep that sets the stage for school readiness and cultural differences. the books, increasing the likelihood that starts when parents set an example and they will continue reading aloud to their model behavior, such as reading books ing abroad. It combines music, move- child at home. aloud to children, having books in the ment, visual literacy, and language home, and reading themselves. If a child development to help children get ready The Preschool Literacy Initiative (now sees a parent reading and learning, the for school through learning how to focus known as Every Child Ready to Read @ ® child will assimilate into his or her brain and concentrate; coordinating action your library ), created in 2000 by NICHD 41 that it is a normal activity. If the parent with music and rhythm; picking up social and PLA, studied library programs for snuggles with the child while reading skills like taking turns; learning how to children to design model programs for aloud, the child will connect books and express emotions effectively; bonding libraries that could be evaluated to see 42 reading with a positive, loving activity. with peers and parents through shared how well libraries could put the les- learning; and developing a love for learn- sons derived from research into produc- Having older siblings enrolled in library ing that will greatly contribute to success tive action. In 2001, ALSC joined the 45 reading programs, such as summer throughout their school experience. task force. Based on a report, Teaching reading clubs, will further reinforce the Children to Read: An Evidence-Based importance of reading for both school Assessment of the Scientific Research and pleasure. This can reflect into an Parents work side by side with their chil- Literature on Reading and Its Implications enthusiasm for learning later on in life, dren during activities. Once a month, for Reading Instruction, research-based translating into the motivation to learn parents are invited to stay after the ses- materials were used “to enlist parents to read and continue reading beyond sion for a brief presentation on parent- and caregivers as partners in preparing school requirements. ing skills. These informational sessions their children for learning to read and are usually accompanied by book and to provide the most effective methods A 1998 report, Preventing Reading video recommendations, plus reading to achieve this end.”46 Workshops for Difficulties in Young Children, conducted lists or handouts. parents and caregivers were promoted by the National Research Council, con- as a vehicle for increasing early literacy cluded that “preschool children need During programs for infants and tod- based on research on infant brain devel- high-quality language and literacy envi- dlers, librarians can use what we call opment and early literacy.47 Fourteen ronments in their homes and in out- “tidbits,” a quick explanation of how the public libraries served as demonstration of-home settings.”43 The public library brain develops by performing specific or evaluation sites for the model emer- is one such out-of-home setting suited activities. This can be something like gent literacy program, Every Child Ready for both parent and child in which these telling parents that leaning from side-to- to Read @ your library®.48 early language and literacy environ- side helps develop mathematical ability ments exist.44 Encouraging borrowing of as well as improving balance during a In the 2003 PLA/ALSC study of the library materials that can be brought session of short learning rhymes. effect of using research-based early lit-

Spring 2007 • Children and Libraries 43 First Day of Class eracy practices in public library pro- in hard science and reflected in evolving to play together, empathize with each grams, interviews were conducted with brain function.”55 By having the same other and respond to each other’s ver- 886 parents and 434 caregivers before librarian run the program from week to bal and nonverbal cues, and applaud and after attending early literacy work- week, children can develop a comfortable (sometimes literally) each other’s actions shops given by the library test sites.49 relationship with the librarian, paving during structured play. Results showed that “parents—of every the way for establishing positive rela- age, educational background, income tionships with teachers. Even if staffing Learning to Self-Regulate level, and ethnicity—who participated issues prevent one person from always in the public library early literacy pro- running the same program, having posi- The top three skills in the 1993 list pre- grams significantly increased their lit- tive experiences with friendly adults sit- viously mentioned were the ability to eracy behaviors.”50 As of this writing, ting in front of the room and leading verbally communicate thoughts, to be no longitudinal studies are in the works activities can help prepare children to enthusiastic and curious about the world to assess how well these children have enter the classroom setting with a sense around them, and to be able to follow done in grade school. According to Saroj of familiarity and delighted anticipation. directions. Age-appropriate library pro- Ghoting, Early Literacy Consultant and This translates into the school readiness grams for children under the age of five Trainer for Every Child Ready to Read @ skill of “approach to learning.” can move beyond traditional read-aloud your library®, “That is because the [Every activities to feature elements that help to Child Ready to Read] workshops cannot Peer social skills are also crucial to school develop these skills. be definitively isolated as the factor which readiness, as well as social and personal- makes the difference in school reading. ity development.56 Lack of this social By adding fun, achievable activities that Research does note the six early literacy competence during early childhood has require following directions, having skills needed and the evaluation indicates been linked to mental health problems, patience, taking turns, paying attention that the adults who are with the children suicide, dropping out of school, and to others, and receiving positive rein- daily are increasing their early literacy delinquency.57 When children acknowl- forcement, library programs can become behaviors with their children, giving edge their peers’ accomplishments, this a vehicle for helping children to develop them a stronger foundation to be able to positive reinforcement is considered self-regulation skills. When parents learn to read. For that reason the effects social acceptance.58 observe the process and its results in addi- that have been studied are on the early tion to hearing about the value of expos- literacy behaviors of the adults.”51 Jaipaul L. Roopnarine and Honig have ing children to these types of activities, identified these ways to improve chil- they hopefully will decide to repeat the Personal Relationships dren’s social skills: formula at home. This repeated positive reinforcement can cause children to con- Scientific studies stress the impor- n help families focus on positive tinue practicing their self-regulation skills tance of positive personal relation- discipline techniques; with such regularity that they become ships for school readiness.52 In Secure their normal modes of behavior.60 Relationships: Nurturing Infant/Toddler n encourage children to partici- Attachment in Early Care Settings, Alice pate in small groups and then In the Mother Goose on the Loose program Honig expressed the importance of early larger ones; for children ages two and under, activi- relationships, citing research that con- ties such as pulling a flannel Humpty nects secure early attachments with chil- n use puppets, reverse role Dumpty off a flannelboard wall require dren growing up to be “confident and playing, or books to show following instructions and coordinating independent learners with strong social children other interaction actions. Telling young children to lean skills.”53 Her thesis that people tend to go styles; to the side when Mother and Father and through life feeling the way their attach- Uncle John go to town one-by-one or ment persons made them feel is a strong n foster peer interactions for asking preschoolers to vote on the books reminder to the librarian to be a good very young children; they like best by putting their hands in example of friendliness, warmth, and the air are activities that help children understanding.54 Library program set- n enhance children’s self- learn how to listen to directions or take up can include using name tags so each esteem, provide clear, rational directional cues from an adult and to child can be addressed by name and rules, and demonstrate warm, respond accordingly. They internalize keeping attendance records (informally) nurturing attentiveness; [and] the fact that directions can sometimes in order to connect name and child. be fun and will feel more comfortable n make pro-social development responding to the requests of their kin- Shonkoff reiterates the importance of an integral part of the cur- dergarten teachers. These program ele- good human relationships in a young riculum.59 ments reward good performance with child’s environment: “The link between verbal and physical accolades. adult-child relationships and children’s Library programs such as Mother Goose later achievement is not based on intu- on the Loose offer a noncompetitive Children learn the routine of taking turns ition or wishful thinking. It is grounded environment for children to learn how and appreciating other children’s accom-

44 Spring 2007 • Children and Libraries First Day of Class plishments. While hearing positive words He noted that research has shown that a scoop of fingerpaint in a Ziploc bag about their own achievements, they gain young children have remarkable math- allows even a very young child to create a vocabulary that will allow them to show ematical skills such as being able to art without having to worry about safety appreciation to others—another impor- differentiate between more and less— or messiness. As my experience (and no tant social skill.61 If a child attends library especially when it comes to mommy doubt that of many of this publication’s programs on a regular basis and par- handing out chocolate chip cookies. readers) has shown, during preschool ticipates in such programs, concepts like Other early mathematical skills are story times, children are quite capable of taking turns, following instructions, and understanding counting principles; creating works of art using crayons, glue voicing appreciation of others will become interest in counting to large numbers; sticks, and other art materials. integrated into his or her consciousness ideas and strategies for adding and sub- by the time kindergarten starts. tracting; and interest in shape, including Although their pictures may not have three-dimensional symmetries. Ginsburg obvious meaning for the viewer, children Vocabulary asserted that basic aspects of everyday are happy to explain what is happening math are widespread among virtually all in their picture and have the librarian By reading books, singing songs, and preschool-age children. Building on chil- write down the explanation. Through reciting rhymes, librarians expose children’s innate curiosity about their world this exercise, children learn to express dren to vocabulary words (and encourage themselves through art, articulate their parents to do the same). Research has thoughts, and learn how adult guidance shown that the number of vocabulary Researchers in human can help them do more than they could words heard at home by children from on their own. birth to age five correlates with the num- development have found ber of words they know by the time they that the process of enter kindergarten. At the same time, Library Programs and Best Practices studies indicate that the typical listening becoming literate begins vocabulary of a low-income child enter- Libraries can, and should, play an essen- ing kindergarten is much smaller than the at birth and takes place tial part in preparing both children and vocabulary of a middle-income child.62 parents for school readiness—and later Addressing this issue is critical since the in the context of family on, for school success. Our informal, number of vocabulary words known and life and community comforting, and unstructured to semi- used by children entering kindergarten structured settings are ideal havens for affects their entire education.63 settings. nurturing nascent skills in very young children, and awakening and refining Librarians can help increase this lan- modeling behavior in their parents. guage awareness by modeling for par- to introduce and express these instincts ents how to use books with very young mathematically should be encouraged Libraries are already significant resources children without actually reading them, so they can develop further through for- for school readiness. But librarians can explaining things, using words in a vari- mal education later on. create and expand programs to make ety of ways, incorporating language with libraries a powerful and valuable vehi- movement, music, and art, and exposing Visual Literacy cle for actively targeting and promoting children and adults to voice inflection. school readiness across many socioeco- They can also mention to parents the “Young children use art to communicate nomic groups. importance of speaking with their chil- their understandings and interpretations dren, singing to them, and even describ- of the world before they acquire means Lapsit programs can be a good vehicle for ing everyday activities (such as meal of conveying their thoughts and feel- this. In designing such programs for very preparation) as they are taking place. ings with words.”65 The combination of young children, elements can include: art through flannelboard pieces or book vocabulary building; parent-child bond- Mathematics illustrations with music, movement, and ing while reading and listening; positive language helps children to grow intel- reinforcement; turn taking for physical In addition to vocabulary growth, library lectually, creatively, and psychologically activities; following instructions; arts and programs can also boost reading and while laying down neural pathways for crafts; music and dance; making read- math preparatory skills, which for most future learning. Programs like Mother ing and learning joyful; stressing parent children require the ability to maintain Goose on the Loose give very young participation in the program rather than attention spans, use and share materials, children a broad exposure to creative dropping the child off; offering post-ses- and work closely with adults while taking expressions, including pictures, music, sion meetings for parents to compare instruction from them. Herbert Ginsburg, dance, literature, drawing and other notes, ask questions, and learn more professor of psychology and education crafts, and drama. about school readiness resources; pro- at Columbia University Teachers College, viding age-appropriate books for parents has spoken about school readiness skills Library programs can include craft proj- to borrow and asking them for feed- in terms of early mathematics.64 ects, even for the very young. Putting back when books are returned to create

Spring 2007 • Children and Libraries 45 First Day of Class a book-borrowing habit; and offering ence a positive interaction of play and Journal 31, no. 1 (Sept. 2003): 11; a nonjudgmental opportunity for par- dialogue with their children. When they Brian Cambourne, “Toward an ents to explore library adult education leave our programs, we want them to Educationally Relevant Theory of options if appropriate. take that attitude with them, so that they Literacy Learning: Twenty Years of will continue to patronize the library Inquiry,” Reading Teacher 49, no. 3 Another approach to planning and eval- themselves or bring their children in to (Nov. 1995): 182–90. uating programs for very young children take advantage of school-age programs 7. Carolyn Webster-Stratton and M. is starting by asking some of the ques- and general book and media borrowing. Jamila Reid, “Strengthening Social tions posed by Roberta Golinkoff and We can also bring parents into the pic- and Emotional Competence in Kathy Hirsh-Pasek at the 2004 ALSC pre- ture by encouraging discourse at home, Young Children—The Foundation conference: providing developmental tips in small for Early School Readiness and doses to let the parents know the impor- Success: Incredible Years Classroom n Does your program plug into chil- tance of seemingly easy activities for Social Skills and Problem-Solving dren’s social and emotional develop- helping in their child’s brain develop- Curriculum,” Infants and Young ment? ment, and talking with parents about Children 17, no. 2 (2004): 96–113; being a role model. Shonkoff, Science, Policy, and the n Are there opportunities for children Young Developing Child. to work and play together? Learning for a lifetime starts before school, 8. The National Education Goals Panel, before daycare, even before speech. http://govinfo.library.unt.edu/negp n Is the program joyful and do the chil- Libraries must continue and expand their (accessed Sept. 4, 2005); T. Halle dren laugh during it? role in preliteracy school readiness prepa- et al., “School Readiness: Helping ration, literally starting small, if they are Communities Get Children Ready n Do you welcome everyone warmly to fulfill their historic mission of forg- for School and Schools Ready for and put them at ease throughout the ing a literate, socially mobile population. Children,” Child Trends: Research program? We can do no less for our littlest patrons Brief (Oct. 2001), 1. This research and their big dreams. & brief is based on the executive n Is the activity you are planning geared summary of a longer report, T. Halle for the parents rather than for the et al., Background for Community- children? References and Notes Level Work on School Readiness: A Review of Definitions, Assessments, n Is the activity you are planning a 1. Jack P. Shonkoff, Science, Policy, and and Investment Strategies prepared rehearsal for adulthood or good for the Young Developing Child: Closing for the John S. and James L. Knight encouraging childhood? the Gap between What We Know Foundation, 2000. and What We Do (Chicago: Ounce 9. The National Education Goals n Are you modeling the use of books of Prevention Fund, 2004), 1. Also Panel, http://govinfo.library.unt. in a positive way for parents and available at www.buildinitiative edu/negp/Reports/child-ea.htm encouraging families to come back to .org/pdf/shonkoffweb.pdf (accessed Sept. 4, 2005); Sharon the library on a regular basis? (accessed Apr. 27, 2007). Kagan, Evelyn Moore, and Sue 2. Ibid, quoted from front matter. Bredekamp, eds., Reconsidering n Do you provide a place with age- 3. Baltimore Leadership in Action Children’s Early Development and appropriate toys, games, activities, Program (B-LAP), Baltimore’s Five- Learning: Toward Common Views furniture, and books? Year Action Plan for Achieving and Vocabulary, Report of the School Readiness. (Baltimore, Md.: National Education Goals Panel, n Do you recommend books that par- Annie E. Casey Foundation, 2005), Goal 1 Technical Planning Group ents can borrow for their children, and 9. (Washington, D.C.: GPO, 1995), ED activities outside of the library that 4. Howard Gardner, Frames of Mind: 391 576.; T. Halle et al., Background they can have fun doing together?66 The Theory of Multiple Intelligences: for Community-Level Work on The Theory in Practice (London: School Readiness. Shonkoff declared that parents are the Fontana Pr., 1993). 10. Jennifer Birckmayer, “The Role of most important people in their child’s 5. Daniel Goleman, Emotional Public Libraries in Emergent and life, but answered the question “Can par- Intelligence: Why It Can Matter More Family Literacy,” Zero to Three 21, ents raise children by themselves?” with than IQ (New York: Bantam, 1995). no. 3 (Dec. 2000/Jan. 2001), 25. “[A]bsolutely not.”67 That is where the 6. Stephen P. Rushton, Janice 11. Maryland State Department of public library can step in and become a Eitelgeorge, and Ruby Zickafoose, Education Fact Sheet, 2000. place to aid parents in helping their pre- “Connecting Brian Cambourne’s 12. Alison Gopnik, Andrew N. Meltzoff, schoolers achieve school readiness skills. Conditions of Learning Theory to and Patricia K. Kuhl, The Scientist Brain/Mind Principles: Implications in the Crib: What Early Learning By attending library programs geared for for Early Childhood Educators,” Tells Us about the Mind (New York: preschool children, parents can experi- Early Childhood Education William Morrow, 1999).

46 Spring 2007 • Children and Libraries First Day of Class 13. Birckmayer, “The Role of Public (Washington, D.C.: National Teacher Beliefs” (NCES 93-257) is Libraries in Emergent and Family Academy Pr., 2000). at http://nces.ed.gov/pubsearch/ Literacy,” 24. 25. Marsha Weinraub, Using pubsinfo.asp?pubid=93257. The 14. Carol L. McAllister et al., “Come and Research to Inform Preschool 1999 questionnaire focuses more Take a Walk: Listening to Early Head Assessment, presentation at the directly on parent beliefs. That Start Parents on School-Readiness 2004 National Association for data is reported in “Home Literacy As a Matter of Child, Family, and the Education of Young Children Activities and Signs of Children’s Community Health.” American (NAEYC) 13th National Institute Emerging Literacy, 1993 and 1999,” Journal of Public Health 95, no. 4 for Early Childhood Professional www.nces.ed.gov/pubsearch/ (Apr. 2005), 618. Development, Baltimore, Md. pubsinfo.asp?pubid=2000026 15. Shonkoff, Science, Policy, and the 26. Shonkoff and Phillips, From (accessed Sept. 1, 2006). Young Developing Child, 2. Neurons to Neighborhoods. 29. Clancy Blair, “Self-Regulation and 16. Ibid, 2. 27. National Center for Education School Readiness,” ERIC Digest (July 17. M. Susan Burns, Peg Griffin, and Statistics (NCES), Teachers’ 2003). Catherine E. Snow, eds., Starting Ratings of Important Qualities 30. Ibid. out Right: A Guide to Promoting for Kindergarten Readiness, 31. Weinraub, Using Research to Inform Children’s Reading Success http://nces.ed.gov/surveys/frss/ Preschool Assessment; Blair, “Self- (Washington, D.C.: National publications/93410/3.asp (accessed Regulation and School Readiness.” Academy Pr., 1999). Sept 1, 2006). 32. Blair, “Self-Regulation and School 18. M. B. Bruder and C. J. Dunst, 28. NCES, Public School Readiness.” “Expanding Learning Opportunities Kindergarten Teachers’ Views 33. Celano and Neuman, The Role for Infants and Toddlers in on Children’s Readiness for of Public Libraries in Children’s Natural Environments: A School, 1993, http://nces.ed.gov/ Literacy Development. Chance to Reconceptualize Early quicktables/displaytableimage. 34. Susan B. Neuman, “Books Make Intervention,” Zero to Three (Dec. asp?ID=QTFImage1280 (accessed a Difference: A Study of Access 1999/Jan. 2000): 34 Mar. 1, 2007). Fast Response Survey to Literacy,” Reading Research 19. James J. Heckman, Invest in the System has not collected data on Quarterly 34, no. 3 (July/Aug./Sept. Very Young (Chicago: Ounce of the issue of kindergarten teachers’ 1999): 286–311. Prevention Fund, 2000). impression of school readiness 35. Judith A. Schickedanz, Much More 20. Judith Elkin and Margaret Kinnell, A since the 1993 report. There have Than the ABCs: The Early Stages of Place for Children: Public Libraries been a few NCES datasets and Reading and Writing (Washington, As a Major Force in Children’s reports since then that, although D.C.: NAEYC, 1999). Reading, British Library Research not specifically directed at this 36. Karen Schulman, Key Facts: and Innovation Report 117 issue, have included data on the Essential Information about Child (London: Library Assn. Pub., 2000), topic of school readiness among Care, Early Education and School- 23. young students. These include: Age Care (Washington, D.C.: 21. Belinda Gimbert and Dean Cristol, The Early Childhood Longitudinal Children’s Defense Fund, 2003), 77. “Teaching Curriculum with Study—Kindergarten Cohort (ECLS- 37. Abigail A. Van Slyck, Free to All: Technology: Enhancing Children’s K), data from kindergarten teachers Carnegie Libraries and American Technological Competence during during their initial fall 1998–1999 Culture 1890–1920 (Chicago: Univ. Early Childhood,” Early Childhood data collection in the Fall Teacher of Chicago Pr., 1995). Education Journal 31, no. 3 (Mar. Questionnaires, http://nces. 38. ALSC and PLA, “Research on Early 2004): 207–8. ed.gov/ecls/KinderInstruments. Literacy,” Every Child Ready to 22. Donna Celano and Susan B. asp (accessed Mar. 1, 2007). Data Read @ your library®, www.ala Neuman, The Role of Public from these questionnaires appear .org/ala/alsc/ECRR/projecthistory/ Libraries in Children’s Literacy in several NCES publications, in researchearlyliteracy/ Development: An Evaluation Report particular, “Entering Kindergarten” ResearchEarlyLit.htm (accessed Jul. (Harrisburg, Pa.: Pa. Library Assn., (NCES 2001-035), http://nces 29, 2006). 2001), 9. .ed.gov/pubsearch/pubsinfo 39. Ibid. 23. C. E. Snow, M. S. Burns, and P. .asp?pubid=2001035 (accessed Mar. 40. Alice Sterling Honig, Secure Griffin, eds.,Preventing Reading 1, 2007). Relationships: Nurturing Infant/ Difficulties in Young Children The National Household Toddler Attachment in Early Care (Washington, D.C.: National Education Survey has twice Settings (Washington, D.C.: NAEYC, Academy Pr., 1998). collected data on school 2002). 24. J. P. Shonkoff and D. A. Phillips, eds., readiness, www.nces.ed.gov/nhes/ 41. Honig, Secure Relationships; S. From Neurons to Neighborhoods: questionnaires.asp (accessed Sept. Landy, Pathways to Competence: The Science of Early Childhood 1, 2006). A report using the 1993 Encouraging Healthy Social and Development, National Research questionnaire titled “Readiness Emotional Development in Young Council and Institute of Medicine, for Kindergarten: Parent and Children (Baltimore, Md.: Brookes,

Spring 2007 • Children and Libraries 47 First Day of Class 2002); Allan N. Schore, “Effects of earlylit/researchandeval/ Childhood Education Journal 32, Secure Attachment on Right Brain fullevaluation.pdf (accessed Sept. 1, no. 4 (Feb. 2005): 249–53. Development, Affect Regulation, 2006). 61. Roopnarine and Honig, “The and Infant Mental Health,” Infant 50. PLA/ALSC Early Literacy Initiative: Unpopular Child,” 112. Mental Health Journal 22, no. 1–2 2003 Evaluation, Abstract, www. 62. Betty Hart and Todd Risley, (2001): 7–66. ala.org/ala/pla/plaissues/earlylit/ Meaningful Differences in the 42. A. G. Bus, et al., “Attachment and researchandeval/abstract.pdf Everyday Experience of Young Bookreading Patterns: A Study (accessed Sept. 1, 2006). American Children (Baltimore, Md.: of Mothers, Fathers, and Their 51. Saroj Ghoting, e-mail to author, Brookes, 1995). Toddlers,” Early Childhood Research Aug. 1, 2006. 63. Schickedanz, Much More Than the Quarterly 12, no. 1 (1997): 81–98. 52. Young Children Develop in an ABCs, x. 43. Snow, Burns, and Griffin,Preventing Environment of Relationships, 64. Herbert Ginsburg, Using Research Reading Difficulties in Young working paper #1, National to Inform Preschool Assessment, Children. Scientific Council on the presentation at the 2004 NAEYC 44. Celano and Neuman, The Role Developing Child, 2004. 13th National Institute for of Public Libraries in Children’s 53. Honig, Secure Relationships, 5. Early Childhood Professional Literacy Development. 54. Ibid. Development, Baltimore, Md. 45. Elaine Meyers and Harriet 55. Shonkoff, Science, Policy, and the 65. Ji-Hi Bae, “Learning to Teach Henderson, “Overview of Every Young Developing Child, 2. Visual Arts in an Early Childhood Child Ready to Read @ your 56. Jaipaul L. Roopnarine and Alice Classroom: The Teacher’s Role As a library®, www.ala.org/ala/alsc/ S. Honig, “The Unpopular Child,” Guide,” Early Childhood Education ECRR/projecthistory/ecrroverview/ appearing in Reducing Stress in Journal 31, no. 4 (June 2004): 247. ECRROverview.htm (accessed Sept. Young Children’s Lives, Janet Brown 66. Roberta Michnick Golinkoff and 1, 2006). McCracken, ed. (Washington, D.C.: Kathy Hirsh-Pasek, A Revolutionary 46. Ibid. NAEYC, 1986), 110–15. Idea: How Libraries Can Facilitate 47. Saroj Ghoting, e-mail to author, 57. Ibid., 110. the New 3R’s, presentation at the Aug. 1, 2006. 58. Ibid., 112. 2004 ALSC preconference of the 48. Meyers and Henderson, “Overview 59. Ibid., 112. 2004 ALA Annual Conference in of Every Child Ready to Read.” 60. Ellen A. Sigler and Shirley Aamidor, Orlando, Fla. 49. PLA/ALSC Early Literacy Initiative: “From Positive Reinforcement to 67. Shonkoff, Science, Policy, and the 2003 Evaluation, Participation, Positive Behaviors: An Everyday Young Developing Child, 9. www.ala.org/ala/pla/plaissues/ Guide for the Practitioner,” Early

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48 Spring 2007 • Children and Libraries REsearch And Development

Audiobooks for Children Is This Really Reading? Ruth Cox Clark

hildren of all ages can be seen walking, riding their Reading has also been referred to as the mechanical prelude to bikes, or sitting on the bus with earphones clearly vis- engaging the content; what really matters is what the reader’s Cible—from the Fisher-Price Kid-Tough FP3 player for mind and imagination does with that content.5 If the goal for the youngest listeners to the colorful iPod Shuffle for tweens. children is to become readers who can understand the mes- sage, think critically about the content, use their imagination, “Today, twenty percent of Americans over the age of twelve and make connections with the book, then listening to audio- own at least one iPod or other MP3 player, compared to books can help them do all this while developing their listening only eight percent in 2002.”1 We don’t know if these audio skills.6 technology–savvy children are listening to music or an audiobook, but with the steady increase in audiobook sales, some Children may choose to listen to a book they have previously may very well be interacting with Harry Potter or Junie B. read. Elements only found in the audiobook, including music, Jones. a skilled narrator’s use of voices and dialects, and supplemen- tal materials such as an interview with the author add to their A consumer survey conducted in May 2006 on trends in audio- enjoyment of the book. book listening indicates that “approximately half of audiobook listeners with children between the ages of four and seventeen “It is fine to savor, even to prefer, the voice we hear in our own indicated their children have listened to an audiobook in the heads as we read, but confining ourselves to our own voices last twelve months.”2 And, it isn’t just sales. A Library Journal means a more narrow experience of literature.”7 And, as Eileen survey indicates that circulation of children’s audiobooks in Hutton reminds us, “the spoken word has been around a lot libraries has increased by 10.7 percent and library budgets for longer than Gutenberg’s offspring.”8 According to a lengthy children’s audiobooks have risen 4.8 percent during 2004.3 body of research, experiencing a book in both formats increases a child’s comprehension and vocabulary.

Value of Audiobooks Audiobooks can also be considered a bridge to reading, a way for young readers to enjoy literature at their listening com- Some librarians and teachers have suggested that listening prehension level, which is significantly above their reading to books is cheating—real reading can only take place with a print book. Yet, reading can be broadly defined as the ability to intellectually process the text while understanding the literary Prepared by the ALSC Research and Development or informational content, or from a narrower perspective, a Committee: Eliza Dresang, chair; Ruth Cox Clark, guest reader’s ability to decode letter sequences, along with under- author; Gaye Hinchliff; Bowie Kotrla; Barbara Silverman; Rita standing the grammar, punctuation, and vocabulary employed Smith; Ya-Ling Lu; and Crystal Faris. in the text.4

Spring 2007 • Children and Libraries 49 REsearch And Development level.9 Consider the English as a Second of Education report Becoming a Nation Audiobook Usage,” www Language or dyslexic student who wants of Readers states, “In a study involv- .audiopub.org/files/public/ to join classmates in reading the class ing a nationwide sample of thousands 2006ConsumerSurvey novel but finds an inability to read the of students, listening comprehension in COMPLETEFINAL.pdf (accessed book frustrating. Offering the audiobook the fifth grade was the best predictor Nov. 16, 2006). allows the student to comprehend the of performance on a range of aptitude 3. Shawn Taylor Zelman, story as well as join in the class inter- and achievement tests in high school.”13 “Audiobooks—Not Just Another action and discussion of the book. For Experiencing audiobooks allows chil- Book on the Library Shelf,” Selection those children who may skip over the dren to hone their listening skills. Notes—Kentucky Department for print text, skimming rather than reading, Libraries and Archives, www.kdla audiobooks hold them to the text, not .kygov/onlinepubs/selectionnotes/ skipping a word. What We Can Do About It AprilJune2005/feature.htm (accessed Nov. 14, 2006). The increased availability of quality 4. Carol Simpson, “Editor’s Notes: The A Family Affair audiobooks for children, often released Tale of the Tape,” Library Media at the same time as the print version, Connection 24, no. 7 (Apr./May Audiobooks can bring families together. allows young readers and listeners to 2006): 8. We often hear of librarians and teach- reflect on how their listening and reading 5. Pamela Varley, “As Good as ers who listen to audiobooks as they experiences with a book differ. A child Reading? Kids and the Audiobook commute to work, but children are also may prefer a particular form of interac- Revolution,” The Horn Book 78, no. commuters, spending many hours in tion based on the genre or subject of the 3 (May/Jun. 2002): 252–62. the backseat of the family car while on book. Pamela Varley says, “Audiobooks 6. Readingrockets, “Benefits of vacation, on the way to soccer practice, will give some kids a fresh chance to find Audiobooks for All Readers,” and waiting in rush-hour traffic. Families their way to books, and other kids, a new www.readingrockets.org/article/ can experience “communal listening,” way to hold onto them.”14 64?theme=print (accessed Nov. 16, choosing a book that will offer some- 2006). thing of interest to all age ranges within Keep this in mind when a child or parent 7. Kristi Jemtegaard, “Readers vs. the family. The littlest one in the car seat visits the library asking for a good book. Listeners,” Booklist 101, no. 15 (Apr. may not know what all the words mean, Don’t assume the book has to be in print 1, 2005): 1399. but just the experience of listening to a format. Offer audiobook versions as well. 8. Eileen Hutton, “Audiobooks Deserve well-narrated story is beneficial.10 Suggest to parents who say their child Marketing, Too,” Publishers Weekly does not like to read that they check out 252, no. 42 (Oct. 24, 2005): 66. both formats and let their child decide 9. Varley, “As Good as Reading?”: 255. What We Should Keep in Mind which format he or she wants to experi- 10. Robin Whitten, “Speaking of Audio: ence. And, join our technologically savvy Audio on the Go,” www.bookweb Before assuming the audiobook experi- children by experiencing audiobooks .org/news/btw/4853.html (accessed ence is going to be welcomed with open yourself so you can discuss and recom- Nov. 14, 2006). ears by all children, understand that mend them based on knowledge of both 11. Deborah Locke, “Heard Any Good audiobooks are not an initial hit with the content and the format. & Books Lately?,” Book Links 11, no. 2 every child, especially visual learners. (Nov. 2001): 26–29. These children are very comfortable in 12. Denise Marchionda, “A Bridge to the multimedia world of television and References Literacy: Creating Lifelong Readers surfing the Web but often have had very Through Audiobooks,” AudioFile 10, little practice in “pure listening” and may 1. Andrew Adam Newman, “Get a no. 2 (Aug./Sept. 2001): 19–20, 55. find their first audiobook experience Download of This,” AudioFile 15, 13. U.S. Dept. of Education, challenging.11 Although listening com- no. 3 (Oct./Nov. 2006): 25. Becoming a Nation of Readers: prehension is not a skill that receives a 2. Audio Publishers Association, The Report of the Commission on great deal of attention in the classroom, “Audio Publishers Association Reading (Washington, D.C.: U.S. it is, nevertheless, a much-needed skill Releases Major Consumer Survey Department of Education, 1985): 30. throughout life.12 The U.S. Department and Announces Increase in 14. Varley, “As Good as Reading?” 261.

50 Spring 2007 • Children and Libraries New Books

Cerny, Rosanne, Penny Markey, and Amanda Williams. Outstanding Library Service to Children: Putting the Core Competencies to Work. Dresang, Eliza T., Melissa Gross, and Leslie Edmonds Holt. Dynamic Youth Services through Outcome-based Planning and Evaluation. Gerding, Stephanie K., and Pamela H. MacKellar. Grants for Libraries: A How-To-Do-It Manual for Librarians, No. 144. Hart, Thomas L. The School Library Media Facilities Planner. Maxwell, Nancy Kalikow. Sacred Stacks: The Higher Purpose of Libraries and Librarianship. Peck, Penny. Crash Course in Children’s Services. Veldof, Jerilyn. Creating the One-Shot Library Workshop: A Step-by-Step Guide.

Considering Our Roles practice and their service to children. It’s justify, and enhance their services to an excellent professional development youth. in Library Service to Children tool for all children’s services librarians. Gerding, Stephanie K., and Pamela H. Kathryn Miller Dresang, Eliza T., Melissa Gross, and MacKellar. Grants for Libraries: A Leslie Edmonds Holt. Dynamic Youth How-To-Do-It Manual for Librarians, Cerny, Rosanne, Penny Markey, and Services through Outcome-based No. 144. New York: Neal-Schuman, Amanda Williams. Outstanding Planning and Evaluation. Chicago: 2006. 251p. $99.95 (ISBN: 1-55570- Library Service to Children: Putting ALA, 2006. 192p. $42 (ISBN: 0-8389- 535-9). the Core Competencies to Work. 0918-3). Chicago: ALA, 2006. 112p. $25 (ISBN: As more libraries seek exter- 0-8389-0922-1). Do statistics drive nal funding, knowing how your funding, staffing, to properly plan for, write, hildren deserve excellent library and general library and administer grants is service. But what does that mean, operations? Numbers, crucial. While every grant and what qualifies as only stan- C of course, are impor- has its own guidelines and dard service? The Association for Library tant, but so are learn- rules, the authors present Service to Children (ALSC) provides pub- ing outcomes. The logical planning and imple- lic librarians with seven core competen- authors introduce the mentation processes that cies that librarians should meet when reader to the CATE libraries can easily follow. working in children’s services. This book OBPE (outcome-based puts these competencies to work and planning and evalu- Librarians will find the provides readers with working examples ation) model, which worksheets, checklists, and on how librarians can meet them. aids youth librarians templates excellent tools. in determining what The authors carefully take Along with suggested reading lists, this young us- the reader through the full practical guide offers ers want in library services grant process, including successful pre- questions that librari- as well as the results of their grant planning, which includes the cre- ans can ask themselves participation in library pro- ation of a strategic plan and community when reviewing their grams. involvement. libraries’ services. The authors provide suggestions on how This how-to guide walks to fulfill the compe- the reader through the four Kathryn Miller is an Associate Professor tencies. This valuable components, explains why in the University Library at National- guide leads librarians libraries should use the Louis University. She teaches online through an exercise model, and illustrates suc- courses in the school library media in critical reflection cessful implementation. endorsement program. She holds her and encourages them This guide offers librar- MLS from Kent State University and is to expand upon and ians a way to look beyond a licensed library media specialist in better develop their numerical statistics and use Illinois. own professional outcomes to communicate,

Spring 2007 • Children and Libraries 51 New Books The manual also includes success sto- passionately pres- and goals in library children’s ries full of ideas. The final section of this ents the purpose services. manual can be used as a grant proposal and need for librar- workbook. All forms and checklists are ies and librarians Crash Course in Children’s included in the book’s accompanying in her 2006 book. Services has relevance for new CD-ROM. She makes the employees, volunteers, and argument that those looking to refresh their Hart, Thomas L. The School Library the library and basic understanding of chil- Media Facilities Planner. New York: its workers have dren’s services in libraries; a Neal-Schuman, 2006. 253p. $95 a deeper mean- solid addition to a children’s (ISBN: 1-55570-503-0). ing and purpose services reference area. than just access to Building a new school library media cen- information. Veldof, Jerilyn. Creating the ter must be done with proper planning, One-Shot Library Workshop: A an awareness of trends, and the ability With a thread Step-by-Step Guide. Chicago: to eloquently navigate construction pro- of spirituality, Maxwell organizes the ALA, 2006. 160p. $42 (ISBN: 0-8389- cedures. It’s not a project to undertake higher purpose of libraries into chapters 0913-2). without consultation. Hart, a professor that include the importance of access and a library consultant, provides in to the individual and library space. This If workshop design or teaching is part this guidebook comprehensive plans for book reminds many why they may have of your job, you have probably been planning, building, and moving into a chosen librarianship as a profession and challenged to present an information- new or newly improved facility. of the social justice base that is part of packed library training workshop in U.S. libraries. This book does not answer fifty minutes or fewer. How can librar- The School Library Media Facilities philosophical questions that challenge ians best use the limited training time Planner offers library media staff assis- today’s libraries, but it is full of great they are allotted, and how can this time tance in the terminology, on how to quotes that support the purpose of the be used to bring a library workshop request bids, and on how to interpret library as an institution. from basic skills to information literacy (and what to look for in) contractual lan- training? guage. Hart also covers sample storage Peck, Penny. Crash Course in Children’s options and furniture trends. Services. Westport, Conn.: Libraries In this book, Veldof presents the reader Unlimited, 2006. 136p. $25 (ISBN: 1- with proven instruction design tech- An accompanying CD-ROM features 59158-352-7). niques and planning ideas to help video tours of school librarians use their instructional time library media centers If you are starting a new to provide high-quality, effective work- with before-and-after children’s services job shops. The Instructional Systems Design pictures of remod- or looking for renewed (ISD) model and the Analysis, Design, eled facilities. It also energy in your current Development, Implementation, and includes planning doc- position, this book is Evaluation (ADDIE) design process pro- uments, PowerPoint a must-have. Geared vide a big-picture look at instructional presentations featuring toward those working design for libraries. technological develop- in small public libraries, ments planners should it broadly covers tradi- The book includes principles to help consider, and exam- tional library services librarians better assess what learn- ples of library décor. A for children and current ers need, create consistent content for comprehensive index issues challenging library workshops that can be taught by mul- makes it easy to locate children’s services. tiple instructors, and evaluate training and get expert advice results. The guide’s planning formula is on even the most min- Included is background presented as a modular template, allow- iscule planning detail. information and ideas on ing libraries to add necessary content to best practice children’s library workshops as needed. Librarians Maxwell, Nancy Kalikow. Sacred Stacks: reference, readers’ advisory, and book planning workshops will find this guide The Higher Purpose of Libraries and selection. Challenging children’s services a valuable resource to help lead to high- Librarianship. Chicago: ALA, 2006. issues—ranging from how to handle quality workshops, bringing participants 218p. $32 (ISBN: 0-8389-0917-5). latchkey children to library censorship— beyond basic library skills and into the are also included. This is a fine resource exploration of advanced information What is the future of libraries? Are librar- to provide new employees with a quick skills. & ies challenged by Google? The author broad-picture view of the expectations

52 Spring 2007 • Children and Libraries ALSC News

The committee will consist of the chair, implement the Video Recommendation Board Major Actions two members-at-large, the fiscal officer, Policy and Procedures.” (November 2006) Electronic Actions and the past president. The executive director and vice president are ex-officio VOTED, to eliminate the following phrase The following actions were voted on by members.” (February 2007) from the charge of the Odyssey Award: the board on the ALSCBOARD electronic “during the preceding year.” (November discussion list. The month and year of VOTED, a) to change the name of the 2006) the vote is in parentheses after each Notable Computer Software for Children action. Committee to Great Interactive Software Midwinter Meeting 2007 Actions for Kids; and b) to change the commit- VOTED, to approve the Midwinter 2007 VOTED, to change the Children and tee’s function statement to: “To select, Board agenda. Technology Committee’s membership annotate, and present for publication, statement to make two of the nine com- within the criteria and procedures VOTED, to approve the Midwinter 2007 mittee members virtual participants, established for selection, a biannual list consent agenda. who are not required to attend confer- of exemplary computer software and ences. (February 2007) multi-platform media currently avail- VOTED, to accept the Popular Books for able. To define and develop guidelines School-Age Readers Task Force report. VOTED, to decrease the membership and criteria for the evaluation of inter- of the Budget Committee by one mem- active software and electronic media.” VOTED, to accept the draft conflict of ber, removing the “a Board represen- (February 2007) interest policy in spirit. tative (chosen by the Board)” section. The new membership statement reads: VOTED, to accept the final draft of the VOTED, to accept the suggested ALSC-L “Four members plus chair. The chair is Conflict of Interest and Confidentiality policies and procedures based on RUSA-L appointed for two years, with the option policy. (February 2007) policies and procedures with alterations. to be reappointed, from among members with Board or Budget & Finance VOTED, to eliminate the following phrase VOTED, to establish the Kids! @ your Committee experience and familiar- from the function statement of the library® Task Force as a standing com- ity and interest in fiscal management. Notable Children’s Video Committee: “to mittee and also change the name of the committee. The Kids! @ your library® Task Force will be established as a standing committee at the close of Annual Salt Lake to Host Institute Conference 2007, and will be renamed the Public Awareness Committee. Salt Lake City (SLC) is the site of ALSC’s next National Institute in September 2008. Centrally located within the western half of the country, SLC is easily acces- Function Statement: To promote aware- sible by air with direct flights daily from 104 cities. The city is home to one of the ness of the value of excellent library world’s largest family history libraries and the SLC Public Library was named service for all children. To plan, exe- Thompson Gale/Library Journal’s Library of the Year for 2006. SLC provides a cute, coordinate, and disseminate pub- nice blend of urban life and the beautiful outdoors and we look forward to host- lic awareness campaigns about the ing the institute in this tourist-friendly town! We hope you will make plans to importance of library service for youth. join us there. More information about the 2008 National Institute will come out To provide public awareness learning this fall. opportunities for library staff and other stakeholders.

Spring 2007 • Children and Libraries 53 ALSC News Membership: Chair, plus eight mem- Sandra Imdieke, Northern Michigan bers. Patron, Wiesner Win University, Marquette; Claudette S. Newbery, Caldecott McLinn, Los Angeles Unified School Term: Spring, two-year. One member District; Elizabeth Orsburn, The Free to be liaison from current ALSC Board. Susan Patron, author of The Higher Power Library of Philadelphia; Carolyn Phelan, One member to serve as liaison to ALA’s of Lucky (Simon & Schuster/Richard Northbrook (Ill.) Public Library; Jennifer Advocacy Coordinating Group. Jackson), and David Wiesner, illustrator Ralston, Harford County Public Library, of Flotsam (Clarion), are the 2007 win- Belcamp, Md.; Gwen Taylor, Lewis-Clark VOTED, to discontinue the Social Issues ners of the Newbery and Caldecott med- State College, Lewiston, Idaho; and Discussion Group. The Social Issues als, respectively. Margaret Tice, New York Public Library. Discussion Group is discontinued effective at the end of Midwinter Meeting In The Higher Power of Lucky, Patron Members of the 2007 Caldecott Medal 2007. Anitra Steele, convener of Social takes readers to the California desert Committee are: Janice M. Del Negro, Issues Discussion Group, proposed this community of Hard Pan (population 43). chair, Dominican University, River sunsetting based on two major factors: Ten-year-old Lucky Trimble eavesdrops Forest, Ill.; Carolyn S. Brodie, Kent State 1) the need for the group is superceded on 12-step program meetings from her University, Ohio; Shawn Brommer, South by existing technology through elec- hiding place behind Hard Pan’s Found Central Library System, Madison, Wis.; tronic discussion lists and chat rooms; Object Wind Chime Museum & Visitor Julie Cummins, Canandaigua, N.Y.; and 2) attendance has been nil for the Center. Eccentric characters and quirky Linda L. Ernst, King County Library last three years. details spice up Lucky’s life just as pars- System, Bellevue, Wash.; Dorothy ley embellishes her guardian Brigitte’s Evans, Chicago Public Library; Mary VOTED, to accept the Notable Software French cuisine. Fellows, Upper Hudson Library System, Committee Report. Albany, N.Y.; Saroj Ghoting, Riner, Va.; Flotsam is a cinematic unfolding of dis- Patricia A. Gonzales, Los Angeles Public VOTED, to accept the recommendations covery. A vintage camera washed up on Library; Richard M. Kerper, Millersville of the Morris Endowment Task Force. the beach provides a young boy with University, Pa.; Sharron L. McElmeel, a surprising view of fantastical images McBookWords, Cedar Rapids, Iowa; VOTED, to accept the FY 2008 Proposed from the bottom of the sea. From fish eye Caroline S. Parr, Central Rappahannock Preliminary Budget. to lens eye, readers see a frame-by-frame Regional Library, Fredericksburg, Va.; narrative of lush marinescapes ebbing Elizabeth Poe, Morgantown, W. Va.; VOTED, to establish a five-member task and flowing from the real to the surreal. Ann K. Symons, The Anglo-American force to coordinate ALSC participation School of Moscow, Russia; and Mary Jane in the Legislation Outreach to Congress Three Newbery Honor Books were Wiseman, Madison, Wis. display activity to take place at Annual named: Penny from Heaven (Random 2007. TF to be sunsetted at the conclu- House) by Jennifer L. Holm; Hattie Big sion of Annual 2007. Sky (Delacorte Press) by Kirby Larson; and Rules (Scholastic) by Cynthia Lord. Wilder Medal Honors Marshall VOTED, to accept the Early Literacy Task Author-illustrator James Marshall was Force recommendation that ALSC will Two Caldecott Honor Books were named: awarded the 2007 Laura Ingalls Wilder initiate discussion with the PLA Board Gone Wild: An Endangered Animal Medal, which acknowledges an author regarding the “reactivation” of the Every Alphabet (Walker) written and illus- or illustrator, published in the United Child Ready to Read project. trated by David McLimans, and Moses: States, whose books have made a sub- When Harriet Tubman Led Her People stantial and lasting contribution to lit- VOTED, to cosponsor in name only the to Freedom (Hyperion/Jump at the Sun), erature for children. Marshall was the 2007 PLA Preconference: “The Fun and illustrated by Kadir Nelson, and written author and illustrator of the George and Facts of Early Literacy: Communicating by Carole Boston Weatherford. Martha books, the Fox easy reader series, with Parents & Caregivers through Story The Cut-Ups, and Goldilocks and the time.” Members of the 2007 Newbery Medal Three Bears—a Caldecott honor win- Committee are: Jeri Kladder, chair, ner in 1989. He also illustrated the Miss VOTED, to cosponsor in name only the Columbus, Ohio; Elizabeth Bird, New Nelson books and The Stupids series, PLA program “It’s Logical! Evaluating York Public Library; Timothy Capehart, written by Harry Allard. Marshall died Your Summer Reading Program in Dayton (Ohio) Metro Library; Edith in 1992. Context of Your Library’s Strategic Plan” Ching, St. Albans School for Boys, to be held at 2007 Annual Conference. Washington, D.C.; Marian Creamer, Born in San Antonio in 1942, Marshall Children’s Literature Alive!, Portland, was a self-taught artist. After an injury VOTED, to cosponsor in name only the Ore.; Kirsten Gail Cutler, Sonoma cut short his pursuit of a career in music ALCTS program “Cataloging Correctly County Library, Rohnert Park, Calif.; Jean playing the viola, he found his life’s work for Kids: AV, E-Books and More!” to be Hatfield, Wichita (Kans.) Public Library; in children’s books. His first book was held at 2007 ALA Annual Conference. Marilyn Hollinshead, West Tisbury, Mass.; Plink, Plink, Plink (Houghton, 1971),

54 Spring 2007 • Children and Libraries ALSC News written by Byrd Baylor. Drawing from With heart-stopping prose and stun- Allen, Rhode Island Office of Library a career that spanned just more than ning NASA photographs, Thimmesh and Information Services, Providence, twenty years, dozens of Marshall’s books celebrates the men and women who R.I.; Elizabeth Bush, St. Damian School, remain favorites with audiences ranging solved a series of unfolding crises that Oak Forest, Ill.; Sarah English, Omaha from young children to college students threatened the mission of Apollo 11. The (Neb.) Public Library; Wendy Lukehart, and adults. The enduring friendship of animated text lets the reader experience Washington, D.C. Public Library; George and Martha, the wily grace of the tension of the mission from mul- Penny Peck, San Leandro (Calif.) Fox, the irrepressible resilience of the tiple vantage points and takes the reader Public Library; Linda Plevak, Bulverde/ Stanley Q. Stupid family, and the benev- along as an active participant. Personal Spring Branch (Texas) Library; Rebecca olent dictatorship of Miss Nelson (aka interviews and oral histories help recre- Purdy, Central Rappahannock Regional Viola Swamp) are testimonies to human ate the immediacy of the event for a new Library, Fredericksburg, Va.; and Jewell nature in all its complexity. generation. Stoddard, Politics & Prose Book Store, Washington, D.C. Members of the 2007 Wilder Committee Three Sibert Honor Books were named: are: Roger Sutton, chair, The Horn Book, Freedom Riders: John Lewis and Jim Boston; Ann Carlson, Oak Park and Zwerg on the Front Lines of the Civil 2007 Batchelder Award River Forest (Ill.) High School; Yapha Rights Movement (National Geographic), Mason, Brentwood School, Los Angeles; written by Ann Bausum; Quest for the Delacorte Press is the winner of the 2007 Bernadette Nowakowski, Chicago Public Tree Kangaroo: An Expedition to the Mildred L. Batchelder Award for the Library; and Tish Wilson, Dayton (Ohio) Cloud Forest of New Guinea (Houghton), most outstanding children’s book origi- Metro Library. written by Sy Montgomery and photo- nally published in a foreign language graphs by Nic Bishop; and To Dance: and subsequently translated into English A Ballerina’s Graphic Novel, written by for publication in the United States for Thimmesh Wins Sibert Siena Cherson Siegel and artwork by The Pull of the Ocean. Mark Siegel and published by Simon Catherine Thimmesh, author of Team & Schuster/Richard Jackson (hardcover) Originally published in France in 1999 Moon: How 400,000 People Landed and Simon & Schuster/Aladdin. as L’enfant Océan, the book was written Apollo 11 on the Moon (Houghton) is by Jean-Claude Mourlevat and trans- the winner of the 2007 Robert F. Sibert Members of the 2007 Sibert Informa- lated by Y. Maudet. This contemporary Informational Book Award for the most tional Book Award Committee are: Kate version of the Tom Thumb story follows distinguished informational book for Houston Mitchoff, chair, Multnomah charismatic Yann, youngest and smallest children published in 2006. County Library, Portland, Ore.; Melody of seven brothers, as he silently leads his siblings across the rain-soaked French countryside. Their harrowing flight from abusive parents is described through the recollections of the boys themselves and Kvasnosky Wins Geisel Medal through the distinctive voices of those Author-illustrator Laura McGee Kvasnosky is the 2007 winner of the Theodor who witness or abet their journey. Seuss Geisel Beginning Reader award for her book Zelda and Ivy: The Runaways (Candlewick). Two Batchelder Honor Books also were selected: The Killer’s Tears (Delacorte The popular fox sisters return in this book, which includes three adventures Press), written by Anne-Laure Bondoux precipitated by the foxes’ need to avoid the dreaded cucumber sandwiches Dad and translated into English by Y. Maudet, is preparing. Strong character development and a superb book design that show- and The Last Dragon (Hyperion/ cases framed gouache paintings combine to encourage young readers to reach Miramax), written by Silvana De Mari the trio of hilarious outcomes. and translated by Shaun Whiteside.

Three Geisel Honor Books were named: Mercy Watson Goes for a Ride (Candle- Members of the 2007 Batchelder Award wick), written by Kate DiCamillo and illustrated by Chris Van Dusen; Move Over, Committee are: Carol Ann Wilson, Rover! (Harcourt), written by Karen Beaumont and illustrated by Jane Dyer; and chair, Westfield, N.J.; Roslyn Beitler, Not a Box (HarperCollins), written and illustrated by Antoinette Portis. Washington, D.C.; Margaret Chang, Massachusetts College of Liberal Arts, The members of the 2007 Geisel Award Committee are: Ginny Moore Kruse, North Adams, Mass.; Andy Howe, chair, University of Wisconsin–Madison School of Education; Barbara Chatton, Albuquerque (N.M.) Academy; Gabi University of Wyoming, Laramie; Cyndi Giorgis, University of Nevada, Las Vegas; Kupitz, Harold B. Lee Library, Brigham Chrystal Carr Jeter, Cleveland Public Library; Debra Nelson, Prince George’s Young University, Provo, Utah. County Memorial Library, Largo, Md.; Susan Roman, Dominican University, River Forest, Ill., and Tim Wadham, Maricopa County Library District, Phoenix.

Spring 2007 • Children and Libraries 55 ALSC News Union, Ohio; Tanya Tullos, Spring Branch Committee. She has worked passionately 2007 Carnegie Medal Independent School District, Houston; to heighten visibility of the Pura Belpré and Snow Wildsmith, Mooresville (N.C.) Award, in collaboration with REFORMA, Author-illustrator Mo Willems and Public Library. and spearheaded and chaired the Belpré Weston Woods Studios, producers Endowment Task Force. Ward is also of Knuffle Bunny, are the 2007 recipi- a winner of ALA’s Grolier Foundation ents of the Andrew Carnegie Medal for Award. Excellence in Children’s Video. Ward Honored with DSA Members of the 2007 Distinguished The DVD is based on Willems’ book Caroline Ward, youth services coor- Service Award Committee are: Jean B. Knuffle Bunny: A Cautionary Tale dinator, Ferguson Library, Stamford, Gaffney, chair, Dayton (Ohio) Metro and is performed by Willems, his wife Connecticut, is the 2007 recipient of Library; Nell Colburn, Multnomah Cheryl, and their daughter Trixie. It is ALSC’s Distinguished Service Award. County Library, Portland, Ore.; Sue directed and animated by MaGiK Studio, McCleaf Nespeca, KidLitPlus Consulting, with music by Scotty Huff and Robert Ward’s career has taken her from Youngstown, Ohio; Linda A. Perkins, Reynolds. Vermont, where she helped rural librar- Berkeley (Calif.) Public Library; and Ellen ies foster the very best in children’s M. Riordan, Enoch Pratt Free Library, Too young to talk, little Trixie still man- services, to Nassau County, New York, Baltimore. ages to put her father through the wringer where she set high standards for library when they return from a trip to the local services, programs, and cooperative Laundromat without her beloved toy activities, to the Ferguson Library, where bunny. Intimate father/daughter remi- she currently serves as youth services Bechtel Winner Named niscences bookend this lively presenta- coordinator. Ward has made a significant tion of the Caldecott Honor–winning difference in each library community Children’s librarian Charmette Kuhn- tale. Deft animation against photo- she has served. Kendrick has been selected as the 2007 graphic backgrounds adds to the humor recipient of the Louise Seaman Bechtel of this realistic family experience. Ward’s work with ALSC has been exem- Fellowship, which allows a children’s plary as well: No task is too large or too librarian to spend a month or more read- Members of the 2007 Carnegie Medal small for her, and she undertakes them ing and studying at the Baldwin Library Committee are: Kathie Meizner, chair, all with an unparalleled cheerfulness. of Historical Children’s Literature, part of Montgomery County Public Libraries, She has served with distinction on count- the George A. Smathers Libraries at the Rockville, Md.; Patricia Clingman, less ALSC committees and task forces, on University of Florida, Gainesville. Dayton (Ohio) Metro Library; Carole De the board of directors, and as president. Jardin, Appleton (Wis.) Public Library; In addition, she launched the School- Kuhn-Kendrick will study “The Goblins Jonathan Hunt, Modesto (Calif.) City Age Programs and Service Committee Will Get Ya: A Survey of Horror in Children’s Schools; John Peters, The New York and served as chair of the first (Theodor Literature from the 19th and Early 20th Public Library; Susan Pine, The New York Seuss) Geisel Award Committee, as well Centuries.” She will read and study scary Public Library; Wendy Baker Torrence, as chair of the (John) Newbery Award stories in juvenile fiction, nonfiction, and folk tales to evaluate the lessons being taught to young readers through horror and to illuminate how horror has evolved Macaulay Named for 2008 Arbuthnot in children’s literature. David Macaulay, Caldecott Award Medalist and renowned author and illustrator, Members of the 2007 Louise Seaman will deliver the 2008 May Hill Arbuthnot Honor Lecture. Each year, an individual Bechtel Fellowship Committee are: of distinction in the field of children’s literature is chosen to write and deliver Denise Agosto, chair, Drexel University, a lecture that will make a significant contribution to the world of children’s Philadelphia; Ernie J. Cox, St. Timothy’s literature. School, Raleigh, N.C.; Floyd C. Dickman, Columbus, Ohio; Sandra Lane Fouts, Macaulay’s work celebrates human endeavor and ingenuity. His books encourage Hayward (Calif.) Public Library; Nancy readers to consider the construction of everything from buildings to stories and Gifford, Schenectady County (N.Y.) Public to constantly look at the world around us. His detailed artwork, succinct use of Library; and Cecily Pilzer, Georgetown language, and ever-present sense of humor ensure that his books appeal to many Day School, Washington, D.C. ages on many different levels.

Members of the Arbuthnot Committee are: Deborah Stevenson, chair, University of Illinois at Urbana-Champaign; Kate Carter, Multnomah County (Ore.) Library, Santa Clara Receives BWI Grant Portland; Eva Mitnick, Los Angeles Public Library; Susan Moore, Louisville (Ky.) Santa Clara (Calif.) City Library is the Free Public Library; and Gene Nelson, Provo (Utah) City Library. 2007 recipient of the ALSC/BWI Summer Reading Program Grant. The $3,000

56 Spring 2007 • Children and Libraries ALSC News grant, donated by BWI, provides financial ber’s development and implementation 2006,” said Ranck, children’s librarian assistance for public libraries to develop of a unique and outstanding reading at Athens. “Debby enjoyed her work outstanding summer reading programs or literature program for children, and at the library, was an avid reader, and for children. The grant also recognizes provides $1,000 to support the win- loved sharing books with her children. ALSC members for outstanding program ner’s attendance at the ALA Annual Through this visit our intention is to development. Conference. reach out to children and families in the community to offer them entertainment Santa Clara City Library’s summer read- The Kindergarten Overnighters’ Club and to inspire their creative expression.” ing club theme this year is Get a Clue encourages incoming kindergarten stu- @ your library® and the library plans dents to use the school’s media center to Members of the Maureen Hayes Award to make specific efforts to promote the increase the number of books checked Committee are: Floyd C. Dickman, chair, club to children who are part of Santa out and read by kindergarteners and Columbus, Ohio; Crystal Faris, Waldo Clara County’s Vision Impaired Program. their parents. Williamson’s motivation Community Library, Kansas City, Mo.; The library will provide the necessary was to encourage reading at an early Judith Rovenger, Westchester Library materials and technology that will allow age to influence later school achieve- System, Ardsley, N.Y.; and Deborah for these children to participate fully in ment. She enlisted the willing participa- Wright, Newport News (Va.) Public the program. Programs will highlight the tion of seven kindergarten teachers and Library System. Get a Clue theme and will include such parents. The program was successful: events as a visit from an organization The number of books checked out in like Guide Dogs for the Blind. This type the program’s inaugural year quadrupled of opportunity will help teach children in from the previous year. 2007 Penguin Awards the community about visual impairment Four children’s librarians have been as well as show them how they can make Members of the selection committee named winners of the 2007 Penguin Young a difference by helping this or a similar, are: Susan Knipe, chair, Everett (Wash.) Readers Group Award. The recipients are: organization. Sighted children also will Public Library; Natalie Arthur, Johnson Rachel Martin Gould, Perkins Braille & gain an understanding and appreciation County (Ind.) Public Library; April Roy, Talking Book Library, Watertown, Mass.; of those with visual disabilities. Children Kansas City (Mo.) Public Library; and Cheryl “Kay” Gooch, Gullett Elementary in the Vision Impaired Program will feel Susan Veltfort, King County (Wash.) School, Austin, Texas; Sally L. Miculek, encouraged to participate and be repre- Library System. Austin (Tex.) Public Library; and Suzanne sented in their community’s events. Myers Harold, Multnomah County (Ore.) Library, Portland. Members of the 2007 ALSC/BWI Summer Reading Program Grant Selection Ohio Library Wins Hayes Award Each winner will receive a $600 grant, Committee are: Mary Voors, chair, Allen Betty Ranck and Lauren Miller, Athens donated by Penguin Young Readers County Public Library, Fort Wayne, Ind.; County (Ohio) Public Libraries, have Group, to attend ALA’s Annual Conference Jerene D. Battisti, Renton (Wash.) Public been selected to receive the 2007 in Washington, DC. Recipients of the Library; Alison Grant, Ruby S. Thomas Maureen Hayes Award. The award is annual award must have one to ten years Elementary School, Las Vegas: Jean designed to provide up to $4,000 to an of experience as a children’s librarian, Hatfield, Wichita (Kans.) Public Library; ALSC member library to fund a visit from work directly with children, and have Anne Elisabeth Robert, Jacksonville an author or illustrator who will speak to never before attended an ALA Annual (Fla.) Public Library; Victor Lynn Schill, children who have not had the opportu- Conference. Fairbanks Branch, Harris County Public nity to hear a nationally known author or Library, Houston; Margie Stern, Delaware illustrator. Members of the selection committee County Library System, Media, Pa.; Ruth are: Alison O’Reilly, chair, Austin (Texas) Toor, Basking Ridge, N.J.; and Marilyn L. Athens County Public Libraries, in coop- Public Library; Rita Auerbach, New Zielinski, Toledo-Lucas County (Ohio) eration with Appalachian Community York; Carolyn Blankley, Alvin Sherman Public Library. Hospice, West Elementary School, Library, Nova Southeastern University, West Elementary Parent/Teacher Ft. Lauderdale, Fla.; and Tracy-Lyn Organization, the Plains Public Library, Van Dyne, Connetquot Public Library, Tandem Grant Winner Announced Friends of the Athens Library, and the Bohemia, N.Y. Little Professor Book Center, will bring Diane Williamson, Abbotts Hill (Ga.) artists Jeanette and Christopher Canyon Elementary School, was named the win- to Plains Public Library and Athens Harley Receives Grammy ner of the 2007 ALSC/Tandem Library Public Library, located in the foothills of Books (formerly Sagebrush Education the Appalachian Mountains in Ohio. Bill Harley, who wrote ALSC’s Kids! @ Resources) Literature Program Grant for your library® Campaign theme song “At her program, Kindergarten Overnighters’ “The library wishes to host a special Your Library,” won a Grammy Award Club. Sponsored by Tandem Library event to honor one of our librarians, on February 11. His CD titled Blah, Books, the grant acknowledges a mem- Debby Sullivan, who passed away in Blah, Blah: Stories about Clams, Swamp

Spring 2007 • Children and Libraries 57 ALSC News Monsters, Pirates & Dogs (Empyrean ready, audio PSA featuring the song that resources that help promote your library Records, 2005) won in the category of is available for free download and use at service to children and families, visit “Children’s Spoken Word Album.” ALSC www.ala.org/kids, click on “Campaign www.ala.org/kids. Our tool kit is filled congratulates Harley on the occasion of Theme Song.” “At Your Library” appears with exciting, colorful, fun, and free this distinctive honor. He not only wrote on Harley’s latest CD I Wanna Play. For materials! “At Your Library” especially for ALSC’s more information about Harley, visit campaign, but he also taped a media- www.billharley.com. To find campaign 2007 Notable Children’s Books

Younger Readers MacLachlan, Patricia and Charest, Emily McLimans, David. Gone Wild: An MacLachlan. Once I Ate a Pie. Illus. Endangered Animal Alphabet. illus. Armstrong, Jennifer. Once upon a by Katy Schneider. HarperCollins/ Walker. Banana. Illus. by David Small. Simon Joanna Cotler. Montes, Marisa. Los Gatos Black on & Schuster/Paula Wiseman. McClintock, Barbara. Adèle & Simon. Halloween. Illus. by Yuyi Morales. Bachelet, Gilles. My Cat, the Silliest Cat in illus. Farrar/Frances Foster. Holt. the World. illus. Abrams. Bateman, Teresa. Keeper of Soles. Illus. by Yayo. Holiday House. Beaumont, Karen. Move Over, Rover! Illus. 2007 Notable Children’s Computer Software by Jane Dyer. Harcourt. Chaconas, Dori. Cork & Fuzz: Short and and Online Subscription Services Tall. Illus. by Lisa McCue. Viking. Bookworm Adventures. PopCap Games. All ages. Chodos-Irvine, Margaret. Best Best Bookworm Deluxe. PopCap Games. All ages. Friends. illus. Harcourt. Dr. Peggy Healy Stearns’ Stationery Studio. FableVision. Ages 5 and up. Crews, Nina. Below. illus. Holt. Dragon NaturallySpeaking Professional 9. Nuance Communications. Elementary Diakité, Penda. I Lost My Tooth in and up. Africa. Illus. by Baba Wagué Diakité. Gary Gadget: Building Cars. Viva Media. All ages. Scholastic. Giggles Computer Funtime for Baby—My Animal Friends. Leveractive. 6-24 DiCamillo, Kate. Mercy Watson Goes for months. a Ride. Illus. by Chris Van Dusen. Grolier Online. Scholastic Library Publishing. All ages. Candlewick. I Spy Mystery. Scholastic, Inc. Elementary. Gravett, Emily. Wolves. illus. Simon & Instant Immersion American Sign Language v.2.0. Topics Entertainment. Schuster. Elementary–Adult. Grey, Mini. The Adventures of the Dish Key Skills Phonics Mastery K-1. Sunburst Technology. Elementary. and the Spoon. illus. Knopf. LEGO Star Wars II: The Original Trilogy. LucasArts. Ages 10 and up. Henkes, Kevin. Lilly’s Big Day. illus. Letter Olympics. Tool Factory, Inc./SEMERC. Elementary. Greenwillow. Microsoft Student with Encarta Premium 2007. Microsoft. Middle/High School. Hills, Tad. Duck & Goose. illus. Random/ Music Ace Maestro: Music Educator’s Professional Edition 4.0. Harmonic Vision. Schwartz & Wade. Elementary/Middle. Hopkinson, Deborah. Sky Boys: How Pirate Poppers. Brighter Minds Media. Elementary. They Built the Empire State Building. The Secrets of Da Vinci: The Forbidden Manuscript. Tri Synergy/Nobilis. Ages 10 Illus. by James E. Ransome. Random/ and up. Schwartz & Wade. Tool Factory Keyboarding Adventure. Tool Factory, Inc. Elementary. Howe, James. Houndsley and Catina. Illus. by Marie-Louise Gay. Candlewick. For the annotated list including Web addresses for producers, visit www.ala.org/ Kvasnosky, Laura McGee. Zelda and Ivy: alsc, click on “Awards & Scholarships” and “Children’s Notable Lists.” The Runaways. illus. Candlewick. Look, Lenore. Uncle Peter’s Amazing Members of the 2007 Notable Software for Children Committee are: Diana M. Chinese Wedding. Illus. by Yumi Heo. Berry, chair, Oakview Elementary, Decatur, Ga.; Rebecca B. Bishop, Campbell Simon & Schuster/Anne Schwartz. Court Elementary, Bassett, Va.; Ann Crewdson, Valley View Library, Seattle; MacDonald, Margaret Read. Tunjur! Cheri Dobbs, Detroit Country Day Middle School, Beverly Hills, Mich.; Anna R. Tunjur! Tunjur! A Palestinian Folktale. Healy, Rochelle Lee Fund, Chicago; and Jane S. Ritter, Mill Valley (Calif.) School Illus. by Alik Arzoumanian. Marshall District. Cavendish.

58 Spring 2007 • Children and Libraries ALSC News Newman, Jeff. Hippo! No, Rhino! illus. Winter, Jonah. Dizzy. Illus. by Sean Qualls. Goodman, Susan E. All in Just One Cookie. Little, Brown. Scholastic/Arthur A. Levine. Illus. by Timothy Bush. Greenwillow. Pinkney, Jerry. The Little Red Hen. illus. Hatkoff, Isabella and others. Owen & Dial. Middle Readers Mzee: The True Story of a Remarkable Portis, Antoinette. Not a Box. illus. Bardoe, Cheryl. Gregor Mendel: The Friar Friendship. Illus. by Peter Greste. HarperCollins. Who Grew Peas. Illus. by Jos. A. Smith. Scholastic Seeger, Laura Vaccaro. Black? White! Abrams. Henderson, Kathy. Lugalbanda: The Boy Day? Night! A Book of Opposites. illus. Barrows, Annie. Ivy and Bean. Illus. by Who Got Caught Up in a War. Illus. by Roaring Brook/Neal Porter. Sophie Blackall. Chronicle. Jane Ray. Candlewick. Shannon, David. Good Boy, Fergus! illus. Brown, Susan Taylor. Hugging the Rock. Jenkins, Emily. Toys Go Out: Being Scholastic/Blue Sky. Tricycle. the Adventures of a Knowledgeable Sierra, Judy. Thelonius Monster’s Sky- Demi. Su Dongpo: Chinese Genius. illus. Stingray, a Toughy Little Buffalo, and High Fly Pie. Illus. by Edward Koren. Lee & Low. Someone Called Plastic. Illus. by Paul Knopf. DiCamillo, Kate. The Miraculous Journey O. Zelinsky. Random/Schwartz & Watt, Mélanie. Scaredy Squirrel. illus. of Edward Tulane. Illus. by Bagram Wade. Kids Can. Ibatoulline. Candlewick. Kuklin, Susan. Families. illus. Hyperion. Wheeler, Lisa. Mammoths on the Move. Faller, Régis. The Adventures of Polo. illus. Kurlansky, Mark. The Story of Salt. Illus. Illus. by Kurt Cyrus. Harcourt. Roaring Brook/Neal Porter. by S. D. Schindler. Putnam. Lin, Grace. The Year of the Dog. Little, Brown. Look, Lenore. Ruby Lu, Empress of 2007 Notable Children’s Recordings Everything. Illus. by Anne Wilsdorf. Simon & Schuster/Atheneum Airborn. Full Cast Audio. Lord, Cynthia. Rules. Scholastic. Baby Loves Jazz: Go Baby Go! Verve Records. Marrin, Albert. Oh, Rats! The Story of Rats The Book Thief. Listening Library. and People. Illus. by C. B. Mordan. Carolinda Clatter! Live Oak Media. Dutton. Day of Tears. Recorded Books. McCarthy, Meghan. Aliens Are Coming! Gossamer. Listening Library. The True Account of the 1938 War Half-Moon Investigations. Listening Library. of the Worlds Radio Broadcast. illus. Hondo and Fabian. Weston Woods. Knopf. I, Coriander. Listening Library. Montgomery, Sy. Quest for the Tree Inch by Inch. Weston Woods. Kangaroo: An Expedition to the Cloud Jim Gill Sings Moving Rhymes for Modern Times. Jim Gill Music. Forest of New Guinea. Photos by Nic Lon Po Po. Weston Woods. Bishop. Houghton. Mao’s Last Dancer: Young Reader’s Edition. Bolinda Audio. Myers, Walter Dean. Jazz. Illus. by Midnight over Sanctaphrax . Listening Library. Christopher Myers. Holiday. The Miraculous Journey of Edward Tulane. Listening Library. Patron, Susan. The Higher Power of My Haunted House. Recorded Books. Lucky. Illus. by Matt Phelan. Simon & Peter and the Shadow Thieves. Brilliance Audio. Schuster/Atheneum. Ptolemy’s Gate. Listening Library. Pennypacker, Sara. Clementine. Illus. by Rotten Ralph Helps Out. Live Oak Media. Marla Frazee. Hyperion. The Silver Spoon of Solomon Snow. Recorded Books. Raczka, Bob. Here’s Looking at Me: How SilverFin: A James Bond Adventure. Young Bond, Book One. Listening Library. Artists See Themselves. illus. Lerner/ Through the Looking Glass and What Alice Found There. Naxos Audio Books. Millbrook. The Truth about Magic. Bolinda Audio. Rubin, Susan Goldman and Weissberger, Wickety Whack: Brer Rabbit Is Back. Diane Ferlatte. Ela. The Cat with the Yellow Star: Coming of Age in Terezin. illus. For the annotated list of recordings, including recommended age levels, visit www. Holiday. ala.org/alsc, click on “Awards & Scholarships” and “Children’s Notable Lists.” She’s All That! Poems about Girls. Ed. by Belinda Hollyer. Illus. by Susan Members of the 2007 Notable Children’s Recordings Committee are: Mary Hellard. Kingfisher. Burkey, chair, Olentangy Local Schools, Columbus, Ohio; Jane Claes, University Sidman, Joyce. Butterfly Eyes and Other of Houston Clear Lake, Texas; Carrie Harding, Heart of Texas Literature Center, Secrets of the Meadow. Illus. by Beth Brownwood; Heather R. McNeil, Deschutes Public Library, Bend, Ore.; Martha V. Krommes. Houghton. Parravano, The Horn Book, Boston; Mary Puleo, Everett (Mass.) Public Libraries,; Siegel, Siena Cherson. To Dance: A Angela J. Reynolds, Annapolis Valley Regional Library, Bridgetown, Nova Scotia; Ballerina’s Graphic Novel. Illus. Elisabeth Simmons, Kirkwood Highway Library, Wilmington, Del.; Ellen Spring, by Mark Siegel. Simon & Schuster/ Rockland District Middle School, Thomaston, Mass. Richard Jackson.

Spring 2007 • Children and Libraries 59 ALSC News Singh, Vandana. Younguncle Comes to Budhos, Marina. Ask Me No Questions. Holm, Jennifer L. Penny from Heaven. Town. Illus. by B. M. Kamath. Viking. Simon & Schuster/Ginee Seo. Random. Thimmesh, Catherine. Team Moon: How Coombs, Kate. The Runaway Princess. Hopkinson, Deborah. Up Before 400,000 People Landed Apollo 11 on Farrar. Daybreak: Cotton and People in the Moon. illus. Houghton. Cottrell Boyce, Frank. Framed. America. illus. Scholastic Nonfiction. Tingle, Tim. Crossing Bok Chitto: HarperCollins. Krull, Kathleen. Isaac Newton. Illus. by A Choctaw Tale of Friendship and DeMari, Silvana. The Last Dragon. Tr. Boris Kulikov. Viking Freedom. Illus. by Jeanne Rorex by Shaun Whiteside. Hyperion/ ———. Sigmund Freud. Illus. by Boris Bridges. Cinco Puntos. Miramax. Kulikov. Viking. Weatherford, Carole Boston. Moses: Ellis, Sarah. Odd Man Out. Larson, Kirby. Hattie Big Sky. Delacorte. When Harriet Tubman Led Her People Groundwood. Lowry, Lois. Gossamer. Houghton/Walter to Freedom. Illus. by Kadir Nelson. Fleischman, Sid. Escape! The Story of the Lorraine. Hyperion/Jump at the Sun. Great Houdini. illus. Greenwillow. Lupica, Mike. Heat. Philomel. Fradin, Judith Bloom and Fradin, Dennis Mourlevat, Jean-Claude. The Pull Older Readers Brindell. Jane Addams: Champion of of the Ocean. Trans. by Y. Maudet. Avi. Crispin: At the Edge of the World. Democracy. illus. Clarion. Delacorte. Hyperion. Freedman, Russell. The Adventures Paulsen, Gary. The Legend of Bass Reeves: Bausum, Ann. Freedom Riders: John of Marco Polo. Illus. by Bagram Being the True and Fictional Account Lewis and Jim Zwerg on the Front Ibatoulline. Scholastic/Arthur A. of the Most Famous Marshal in the Lines of the Civil Rights Movement. Levine. West. Random/Wendy Lamb. illus. National Geographic. Freedman, Russell. Freedom Walkers: The Pearsall, Shelley. All of the Above: A Novel. Bondoux, Anne-Laure. The Killer’s Tears. Story of the Montgomery Bus Boycott. Illus. by Javaka Steptoe. Little, Brown. Tr. by Y. Maudet. Delacorte. illus. Holiday. Pratchett, Terry. Wintersmith. HarperTempest. Reeve, Philip. Larklight: A Rousing Tale of Dauntless Pluck in the Farthest 2007 Notable Children’s Videos Reaches of Space. Illus. by David Wyatt. Bloomsbury. Because Your Daddy Loves You, Nutmeg Media. Roy, Jennifer. Yellow Star. Marshall Carrie’s War, WGBH Boston. Cavendish. Choking Game, Human Relations Media. Rubin, Susan Goldman. Andy Warhol: Diary of a Spider, Weston Woods. Pop Art Painter. illus. Abrams. Dinosaur Bones, Weston Woods. Salisbury, Graham. House of the Red Fish. The Emperor’s Egg, Nutmeg Media. Random/Wendy Lamb. The Girl Who Hated Books, National Film Board of Canada. Todd, Mark and Watson, Esther Pearl. The Great Robot Race, WGBH Boston. Whatcha Mean, What’s a Zine? The Hondo and Fabian, Weston Woods. Art of Making Zines and Mini-Comics. James Marshall’s Cinderella, Weston Woods. illus. Houghton/Graphia. Knuffle Bunny, Weston Woods. Walker, Paul Robert. Remember Little Lon Po Po, Weston Woods. Bighorn: Indians, Soldiers, and Scouts Mabela the Clever, Nutmeg Media. Tell Their Stories. illus. National My Lucky Day, Spoken Arts. Geographic. Open Wide: Tooth School Inside, Weston Woods. Winthrop, Elizabeth. Counting on Grace. Pearl Harbor Warriors, Woodson House. Random/Wendy Lamb. Song of the Salish Sea, Earthwise Media. That New Animal, Weston Woods. All Ages Campoy, F. Isabel and Ada, Alma Flor. For the annotated list of videos, including recommended age levels, visit www. Tales Our Abuelitas Told: A Hispanic ala.org/alsc, click on “Awards & Scholarships” and “Children’s Notable Lists.” Folktale Collection. Illus. by Felipe Dávalos and others. Simon & Members of the 2007 Notable Children’s Videos Committee are: Susan Wray, Schuster/Atheneum. chair, Joplin (Mo.) Public Library; Patricia (Pabby) Arnold, East Baton Rouge Harris, Robie H. It’s Not the Stork!: A (La.) Parish Library; Corinne Camarata, Port Washington (N.Y.) Public Library; Book about Girls, Boys, Babies, Bodies, Molly Collins, Rochester (N.Y.) Public Library; Jennifer Knoerzer, Suffern (N.Y.) Families, and Friends. Illus. by Michael Free Library; Kathy Krasniewicz, Perrot Memorial Library, Old Greenwich, Emberley. Candlewick. Conn.; Cindy Lombardo, Tuscarawas County Public Library, New Philadelphia, McKissack, Patricia C. Porch Lies: Tales Ohio; Jan Sarrat, Gaffney, S.C.; Linda Zeilstra Sawyer, Skokie (Ill.) Public Library; of Slicksters, Tricksters, and Other Wily Danielle Shapiro, Brooklyn (N.Y.) Public Library; and Lisa Marie Smith, Vernon Characters. Illus. by André Carrilho. Area Public Library, Lincolnshire, Ill. Random/Schwartz & Wade.

60 Spring 2007 • Children and Libraries ALSC News Oberman, Sheldon. Solomon and the Members of the 2007 Notable Children’s Hilliard, Ohio; Carol Goldman, Queens Ant and Other Jewish Folktales. Boyds Books Committee are: Rita Auerbach, Borough (N.Y.) Public Library; Katie Mills. chair, New York; Meaghan M. Battle, O’Dell, Multnomah County Library, Wiesner, David. Flotsam. illus. Clarion. Troy (Mich.) Public Library; Kay Portland, Ore.; Carol K. Phillips, East Bowes, Brandywine Hundred Library, Brunswick (N.J.) Public Library; Vicky For the annotated 2007 list and past Wilmington, Del.; Sharon Deeds, DeKalb Smith, McArthur Public Library, Notable Children’s Book lists, visit County Public Library, Decatur, Ga.; Biddeford, Me.; and Lisa Von Drasek, www.ala.org/alsc, click on “Awards & Caitlin E. Dixon, Schoenbar Middle Bank Street College of Education, New Scholarships” and “Children’s Notable School, Ketchikan, Alaska; Christina H. York. & Lists.” Dorr, Alton Darby Elementary School,

2007 ALSC Annual Conference Schedule (as of April 13)

See www.ala.org/alsc, “Events & Conferences,” for the complete list, including room locations and speakers. *Denotes closed meeting.

Thursday, June 21 ALA’s Schneider Family Book Award, model of Every Child Ready to Read to which recognizes books for children transform local initiatives into com- 2–4 p.m. and youth that deal well with disability munity campaigns. Speakers will pres- Executive Committee issues. ent best practices and lessons learned in their community initiatives. 4:30–6 p.m. Saturday, June 23 AASL/ALSC/YALSA Joint Executive 8–9 a.m. Collaborative Techniques between Committees Priority Group Consultants Authors & Artists: The Inside Story of How Picture Books Are Created. Friday, June 22 8–10 a.m. Eloise Greenfield and Jan Spivey 8 a.m.–4:30 p.m. ALSC 101: Making Connections. Are Gilchrist have been creating books ALSC-ASCLA Joint Preconference: The you a new member of ALSC? Or, is this together for many years. Eric Kimmel Underserved 20 Percent: Children, your first national conference as a chil- and Leonard Everett Fisher are also Teens, and Adults with Disabilities. dren’s librarian? The ALSC Connections long-term friends and collaborators. This joint ALSC/ASCLA preconference program is the place for you! We’ll pro- Patrick O’Brien and Kevin O’Malley are will feature keynote speaker Harriet vide information that will help you get friends who have just recently begun McBryde Johnson, an attorney, dis- the most from your time at Annual working together on books. In this inti- ability rights activist, and author of Conference, and your membership in mate look at the collaborative process, various kinds of fiction including “Too ALSC. Meet other new members, ALSC the authors and artists discuss how Late to Die Young: Nearly True Tales officers, and learn how to become they work together, how their working From A Life” and “Accidents of Nature.” involved in the division at this infor- relationships affect their friendships, Other events will include a resource mal continental breakfast. and how their friendships affect their fair, panel discussions on the desires working relationships. Moderated by and needs of patrons with disabili- Babies & Books Beyond the Library: Catherine Balkin of Balkin Buddies. ties, successful programs and proj- Developing an Early Literacy ects that have made a difference to Campaign. Two innovative pub- library patrons, and breakout sessions lic libraries are partnering with local 9:30 a.m.–12:30 p.m. addressing assistive and adaptive tech- agencies to encourage families to read Division Leadership nology, patrons with Autism Spectrum with young children: Brooklyn Public Disorders, programming and outreach Library’s “Brooklyn Reads to Babies” 10:30 a.m.–noon to people with disabilities, and much and the Public Library of Charlotte and 2009 Wilder* more. Closing remarks will be deliv- Mecklenburg County’s “Read to Me ered by Katherine Schneider, a retired Charlotte.” This presentation will take Bringing in the Boys: Using Multiple clinical psychologist and founder of participants beyond the programmatic Intelligences to Plan Programs that

Spring 2007 • Children and Libraries 61 ALSC News

Appeal to Boys. How can you attract using scripts they have developed sing along as we share the magic of boys to library programs? By using from each other’s work. Children’s/YA rhymes, songs, books, and games for Howard Gardner’s Theory of Multiple literature specialist Elizabeth Poe will babies and toddlers! Intelligences, you can take topics share ways librarians can help chil- you already love and create exciting dren create their own Readers Theater 8–10 p.m. programs that attract boys. We will performances. A panel discussion will Stories for a Saturday Evening. Take a show participants how to design pro- address questions about this highly break from the hectic days and nights grams using the eight intelligences by successful read-aloud experience that of programs, exhibits, and meetings. highlighting two successful programs exposes children to good books and Kick off your shoes, settle back, and attended by a large number of boys: provides a means for becoming more join us for an evening of storytelling Bookopoly (a life-sized board game) deeply involved with and personally that will amaze, amuse, and enchant and BookTrek (a program that lets kids responsive to quality literature. you. This may just be the highlight of travel the globe through crafts, food, your trip to D.C.! stories, and songs). 1:30–5 p.m. Notable Children’s Recordings; 2008 Sunday, June 24 Spreading the Word with a Children’s Odyssey* 8–10 a.m. Poetry Jam. A panel of notable chil- 2008 Caldecott*; 2008 Sibert*; 2008 dren’s poets will perform their own 1:30–5:30 p.m. Distinguished Service* works in a back-and-forth jam of 2008 Newbery* poems, connecting poems spontane- 8–11:30 a.m. ously from poet to poet. The audience 2–5:30 p.m. All Committee I & II will be invited to “jam” along with Board of Directors I; Notable Children’s their favorite poems from a selection Books 8 a.m.–noon provided. Finally, featured poets will 2008 Odyssey* also share tips for reading and writing 4–5:30 p.m. poetry with children. With the goal of Picture Books for Older Readers. 10:30 a.m.–noon promoting and celebrating poetry, this The picture book has seen an influx 2008 Belpré*; 2008 Geisel*; Budget I; session will provide a model for a fun of innovation during the past few Nominating* and meaningful poetry program. decades. Within a few short years traditional boundaries have not Communicating Up and Down: The 11 a.m.–12:30 p.m. merely blurred but have exploded in Yo-Yo Effect. Children’s librarians and Notable Children’s Books multiple directions. The sophistication directors from large and small libraries now evident in many picture books will talk about their experiences com- 1:30–3:30 p.m. (in writing, illustration, and format) municating up and down the chain 2008 Arbuthnot*; 2009 Arbuthnot*; makes their use ideal for older readers. of command. A question and answer 2008 Batchelder*; 2008 Belpré*; 2008 Sharon McQueen provides a brief period will follow. Caldecott*; 2008 Carnegie*; 2008 historic overview of the picture books Geisel*; 2008 Sibert*; Early Literacy for older readers genre. From there 1:30–3:30 p.m. Task Force; Hayes*; Organization & she explores exciting new titles and 2008 Geisel*; AASL/ALSC/YALSA Joint Bylaws takes a fresh look at those that have Legislation; All Discussion Group I & already become favorites. An extensive II; Bechtel*; Great Interactive Software Libraries + Lobbying = Success. bibliography will be provided. for Kids; 2008 Odyssey* Lobbying = the ability to try to influence the thinking of legislators or Trit Trot to Washington: The Whys Engaging Your Community in Día other public officials in support of and Hows of Using Rhymes, Songs, Partnerships. One way a library can a specific cause. Learn how you can Books, and Games in Early Literacy work with its community to create a advocate for children’s/youth services Programs for Babies and Toddlers. culture of reading is by implementing in your library. A panel of experts will This lively panel of children’s librarians an El día de los niños/El día de los libros share three different perspectives on will share their creative strategies for (Children’s Day/Book Day) celebration the value of lobbying. serving babies, toddlers, and parents annually on April 30. Program con- in diverse communities. Learn about tent will center on tips that include Nurturing a Love of Books through different but equally excellent library the benefits of promoting Día within Readers Theater. Four prominent programs that meet the developmen- the community by partnering with children’s/young adult authors will tal needs of babies and toddlers. Find like-minded local and national orga- give a Readers Theater performance something that fits your library and nizations. Content will also focus on

62 Spring 2007 • Children and Libraries ALSC News

practical ideas for conducting a Día passage to adulthood with the help Idea?” Children ages four to seven and celebration in your library. of caring families and communities. their families are the audience for the Edelman founded the Washington books, manipulatives, programs, and Search and Research: How Three Research Project, a public interest law resources. Content centers on the four Nonfiction Writers Navigate Infor- firm and the parent body of the CDF. “BIG Ideas” of science and math for mation Overload. Learn how nonfic- For two years she served as the Director young children. tion authors do their research and how of the Center for Law and Education librarians can use their methods to help at Harvard University and in 1973 2–4:30 p.m. guide patrons. Prominent children’s began CDF. She received the Robert Notable Children’s Books nonfiction authors will speak along- F. Kennedy Lifetime Achievement side their editors about their research Award for her writings, which include: 5:30–7:30 p.m. process. Sy Montgomery will speak Families in Peril: An Agenda for Social Poetry Blast 4. Poetry should be along with editor Kate O’Sullivan; Change; Stand for Children; Lanterns: heard and not just seen. Poetry Blast Sneed Collard will present with edi- A Memoir of Mentors; Hold My Hand: celebrates the wonder and excitement tor Judy O’Malley; Elizabeth Partridge Prayers for Building a Movement to of this aural tradition, featuring will speak alongside publisher Regina Leave No Child Behind; I’m Your Child, contemporary North American poetry Hayes. The second half of the program God: Prayers for Our Children; and I for children by poets both new and will be a panel with all of the authors, Can Make a Difference: A Treasury to established. The audience will find this editors, and Julie Corsaro, past Sibert Inspire Our Children. enlightening and energizing event a committee member. Librarian Edward perfect way to end a conference day. T. Sullivan will moderate. 10:30 a.m.–1 p.m. Ten to twelve poets will read. Awards Presentation and Member- 1:30–5 p.m. ship Meeting. Join your col- Tuesday, June 26 Notable Children’s Recordings leagues for the annual presenta- 8–10 a.m. tion of the Batchelder, Carnegie, Budget II 1:30–5:30 p.m. Geisel, and Sibert Awards. 2008 Belpré*; 2008 Caldecott*; 2008 The Membership Meeting will 10:30 a.m.–noon Newbery*; 2008 Sibert*; Notable immediately follow, when President Board Orientation Children’s Videos Kathleen T. Horning will recognize the 2007 professional 2–5:30 p.m. 2–5:30 p.m. award winners and share the past Board of Directors II Notable Children’s Books year’s accomplishments and new initiatives. ALSC is cosponsoring in name only the 6–11 p.m. following divisional programs: Newbery/Caldecott/Wilder Banquet 1:30–3:30 p.m. Great Interactive Software for Kids n PLA Preconference: The Fun Monday, June 25 and Facts of Early Literacy: 7–10 a.m. A Sticky Issue: Is Labeling a Form Communicating with Parents Joint Youth Council Caucus of Censorship? Is there a fine line and Caregivers through Storytime between providing enough informa- (Friday, June 22, 9 a.m.–5 p.m) 8–9:30 a.m. tion for our public and supplying too Auditorium Speaker Series. Charle- much information, as we label and n Celebrating Excellence in Audio- mae Rollins President’s Program. sticker our youth collections? Come books for Children and Young Marian Wright Edelman, president of hear dynamic presentations from Adults. (PLA, Saturday, June 23, the Children’s Defense Fund (CDF), speakers who espouse diverse opin- 10:30 a.m.–noon) will address the state of America’s ions about a topic near and dear to the children. She has been an advocate for hearts of youth librarians. n It’s Logical! Evaluating Your Sum- disadvantaged Americans for her entire mer Reading Program in Context of professional life. Under her leadership, What’s the Big Idea? Science & Math Your Library’s Strategic Plan. (PLA, CDF has become the nation’s strongest for Children in Public Libraries. A Saturday, June 23, 10:30 a.m.–noon) voice for children and families. The hands-on, exciting, and transforma- CDF’s Leave No Child Behind® mission tive experience. Who knew science and n Cataloging Correctly for Kids: AV, is to ensure every child a Healthy Start, math could be so much fun? “Informal E-books, and More! (ALCTS/CCS, a Head Start, a Fair Start, a Safe Start, science” or science outside the class- Sunday, June 24, 1:30–5:30 p.m.) and a Moral Start in life and successful room is the focus of “What’s the BIG

Spring 2007 • Children and Libraries 63 The Secret Life of Fairy Tale Characters Helen Kelly

kay, I admit it. The picture book Although our puppet presentations of folk authors tried to warn me, but I tales are somewhat silly and lighthearted, O wouldn’t listen. There is more going children can be seriously concerned for the on in folk tales and fairy tales than we were puppets. They know about the secret lives the originally lead to believe. characters live outside the pages of the book or the confines of the puppet play. As A. Wolf explains in Jon Scieszka’s The True Story of the Three Little Pigs, there are two Our three pigs puppet show ends with the sides to every story. It was all a misunder- pig brothers happily installed in their brick standing. That poor wolf was framed. McMansion and the wolf running offstage to find a vet for his scalded tail. Believe me, And what about the pigs? Who knew they were no pig or wolf puppets are ever injured in aeronautic engineers on the side until they the making of these productions. So I was The princess puppet whispers her exited the pages of David Wiesner’s The Three secrets to Alia. completely caught off guard when a somber Pigs via porcine-piloted paper airplanes. Well, kindergartner approached me after a show now I know that these authors and others like them write the and asked, “Where are the pigs’ mom and dad?” truth. Namely, that fairy tale characters have a secret life. “This is a story, “I replied. “We could add pig parents, but we Don’t believe me? Just try presenting a puppet show with them keep it simple with three pigs and a wolf.” and see how things get out of hand, so to speak. Another student listened to this exchange and informed me Of course, my colleagues and I are partly to blame for the flights that she had the story at home on CD. With great seriousness of fancy. Never content to follow a script, we routinely embel- and solemnity, she stated that the pigs left home because their lish classic puppet plays. The troll, for example, grills the middle mother was too sick to take care of them. The two students billy goat about the delicious possibilities of his larger brother. exchanged a knowing glance.

“Is your bigger brother on Atkins?” asks the troll. (All the adults Oh, my! These two little souls were so empathetic to the pigs. laugh). The follow-up question (“Does your brother work out at Guilt washed over me. What is the proper etiquette for extending the gym?”) also entertains parents in the audience. sympathies to the ailing parent of fictional characters? I wonder what the illness is—swine flu perhaps? Depending on our inclination that day, the biggest goat can be on the Atkins diet and working out at the gym (therefore a No doubt, preschoolers know not only the malady, but the source of lean protein) or on the milkshake diet and playing mother pig’s entire curriculum vitae. She could be the same Mrs. video games all day (a tender treat). It works either way. Pig from Mary Rayner’s Garth Pig picture books because these fairy tale characters have a secret life. Every child knows that. & With all this poetic license in the performance, children can leave the script behind too. At a recent show, when the wolf couldn’t Helen Kelly is a children’s librarian at Hamilton Public Library in blow the brick house down and asked the audience for sug- Canada. When she isn’t selecting picture books or performing gestions on what to do, some boys in the front row yelled, “Use puppet shows, she spends her time designing McMansions for fairy dynamite.” Now there’s a way to truly blow the house down. tale characters. She can be reached at [email protected].

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 your Last Word to Sharon Verbeten at [email protected].

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