Italy and Roman Mythology

Last month my wife and I visited Rome and Sicily. It's a beautiful country with a rich culture. To get a taste of our trip, watch our reel. 

In celebration of our visit to Italia, my October newsletter focused on the importance of Roman mythology and other mythology inspired books in terms getting non-readers to read. I hope you enjoy them.

eBooks and eReaders in the School Library

Booktalk Interview with Travis Jonker – Part 3
Part 3 of an interview I conducted with Travis Jonker, an elementary school librarian in Michigan, founder and blogger of 100 Scope Notes, reviewer and  blogger for School Library Journal, former judge for CYBILS Awards, and member of the 2014 Caldecott committee.

You mentioned earlier the effect that has come from changes in technology and the rise of eBooks. Tell me other ways that has impacted school libraries.
Travis: Last year I wrote a grant in our school district to purchase eReaders. When it came through, we started a program where students could check out the eReaders and take them home like a normal book. It has been hugely popular. We keep trying to add more to keep up with demand. Whether you’re a school library or public library, there’s no denying that eBooks are going to be hugely important.  They’re growing so fast that I think now is the time for libraries to give it a shot.

What were some of your goals with the eReader program?
Travis: One of our goals when we started was to give all our students access to eReaders, especially kids that wouldn’t have access to that sort of thing at home. We felt that a lot of the features of eReaders would be good for students. They can take notes. They can change the fonts. A lot of times the eReader will even speak the words. There are a lot of features, especially for reluctant readers, that might engage the students a little bit more.

With the introduction of your eReader program, did you see a rise in reading with more students reading than before?
Travis: Definitely. We had students who hadn’t had the highest interest in reading before, but were very interested in checking out an eBook and reading it on an eReader device. It’s hard to know whether they were interested in trying something new or if they were interested in some of the eReader features that could make reading a better experience for them. But we had interest from kids who read all the time and from kids who weren’t really readers and hadn’t been checking out books very much. We have a waiting list for all five our eReaders that will take us all the way to the end of the school year. As soon as one comes in it goes out to another student.

What advice do you have for other schools that might want to kick off their own eReader or eBook program?
Travis: A big part is analyzing what you want out of the program. One thing to think about is what you want out of the experience. Do you want it to be mainly for reading? Do you want something where students will have more capabilities, such as from a tablet like an iPad, a Kindle Fire or something like that? That’s the first step. Once you settle on that, based on what your students need, you move forward from there.

I know cost is always a big issue for schools. Do you have advice for how schools deal with that as they look at launching their own eReader program?
Travis: That’s tricky. Our grant came from a local education foundation in our school district. But there are definitely other sources out there. FableVision Learning has an email subscription list that will send you different grants that are available. But in a lot of cases, school libraries are already portioning some of their budgets for digital spending, like databases or online subscriptions. So if a grant won’t work for them, they might need to look at using some of their digital funds for eBooks or eReaders. Or they might want to use a little bit of the money they would normally use on print and put it toward digital. I think more and more school librarians will have to put a little bit more money into the digital side of things.

Any other advice in terms of eBooks and eReaders?
Travis: That’s another situation where I think it’s just good to just jump in and try it. It is growing so quickly. Librarians definitely need to stay current and that’s a good way to stay current.

(Note: Travis recently wrote an article for School Library Journal about his school’s experience with its eReader program, which provides advice and guidance for other schools. You can read the article Travis's Excellent eReader Adventure at www.thedigitalshift.com/2012/08/information-technology/traviss-excellent-adventure-or-how-to-launch-a-thriving-ereader-program-in-a-rapidly-changing-world/)

Collaboration and Helping Students Navigate Information Resources

Booktalk Interview with Travis Jonker – Part 2
Part 2 of an interview I conducted with Travis Jonker, an elementary school librarian in Michigan, founder and blogger of 100 Scope Notes, reviewer for School Library Journal, former judge for CYBILS Awards, and member of the 2014 Caldecott committee.

You talked before about the importance of working with students and teachers in terms of information literacy. Tell me more about that.
Travis: I was telling somebody just the other day that I think this is the craziest time in history to be a librarian. There is so much change going on with technology, especially with eBooks and with resources being available online and for free. It’s just totally changed what the library looks like and what we do.

How do these technology changes tie into information literacy and what you’re trying to teach students?
Travis: Information literacy involves skills that kids will need as they grow up and throughout their lives. So, we’ll work with students doing research projects and I’ll introduce them to some of the different databases that we have online. I also talk to them about formulating guiding questions for their research, such as what exactly is it that they want to answer. I’ll talk to them about being methodical about how they go about answering those questions and being really thorough about it. My goal is to make students self-sufficient in terms of navigating everything that is out there and finding answers to their questions.

What advice do you give other librarians to help students learn how to navigate all the information resources that are available?
Travis: The big thing for me is to just try things. I think a lot of time people are hesitant to try a new project or something with a student because they’re nervous it might not work or the outcome might not be exactly what they want. But I think it’s really important for school librarians to work with students and teachers at every opportunity they can.

 Why is it important for school librarians to work with teachers in terms of teaching information literacy to students?
Travis: Collaboration is such a big part of what we do. Sometimes it’s really difficult to collaborate. Everybody has their own things going on. But making those connections would be one of the first things I would tell a new school librarian. You need to keep working with teachers and getting into the classrooms of students that you’re teaching. You can even collaborate without collaborating. Meaning, you proactively look at what teachers are working on and then you look for resources and suggestions that might help the teachers even if they don’t come to you first.

Tell me a little more about the importance of school librarians collaborating with teachers.
Travis: School librarians really are well versed in doing research. They’re well versed in what books might fit with a particular reading or with the interests kids might have. The more times that you can work with a teacher, the better the students will benefit because you’ll be able to share your expertise and what you’ve learned over the years; whether it be working on research or suggesting a great new book to read.

The students won’t learn those things if you don’t make connections with those teachers. There are a lot of times when I’ll be eating lunch in the lounge and through a normal conversation a teacher will mention something she’s going to be teaching and we’ll end up planning to work on a project together. Even though it sounds simple, if that connection hadn’t happened, the students wouldn’t have benefited as much.

I understand that one such collaboration led to a rather unique experience for you. Please share.
Travis: You never know what you might be doing during the course of a day as a school librarian. But a couple years ago when Abraham Lincoln’s 200th birthday was coming up, I mentioned to one of the teachers who was coordinating our school’s celebration that a couple years before I had gone as Abe Lincoln to Halloween. She picked right up on that and before you know it, on Lincoln’s 200th birthday I came riding up to the school in a horse drawn carriage and delivered the Gettysburg Address on the front steps to a bunch of students dressed up in period clothing. We even had all the local news and TV cameras there. It was just the kind of thing where one little thing led to another. And it was a lot of fun.

Read part 1 (Everything is Reading) now and watch for part 3 (eBooks and eReaders in the School Library) of this interview to show up the first part of next week.

Everything is Reading

Booktalk Interview with Travis Jonker – Part 1
Part 1 of an interview I conducted with Travis Jonker, an elementary school librarian in Michigan, founder and blogger of 100 Scope Notes, reviewer for School Library Journal, former judge for CYBILS Awards, and member of the 2014 Caldecott committee.

In addition to being a school librarian, you’re involved in a lot of different things books related, such as your blog, reviewing for SLJ and other things. How do you hope make a difference in all that you do?
Travis: First and foremost I’m looking to make an impact on the students in my school district, making sure we have for them the latest and greatest books, books that are interesting to them. Also, I want to work with students and teachers in our district, teaching information literacy skills. If I can, I’d also like to share some of those things with other people through my blog or with things that I write. I think that’s a cool way to spread the word a little bit and let people know what has worked for me, and that it might work for them too.

What is the “word” or message you want to spread?
Travis:  As far as books go, the big thing I want to get across is that everything is reading. One of my favorite parts about the last 10 years or so is that a lot of things that people didn’t really consider reading before have become a lot more legitimate. Especially things like graphic novels and comic books. When I was in middle school, I hardly checked out any books from our school library because I was reading comic books, magazines and those sorts of things, but I was still reading. What you read today might get you interested in something else later. As long as you’re reading, it’s a good thing.

Tell me a little bit more about the idea that “everything is reading”.
Travis: A couple years back they started naming children’s literature ambassadors. The first year was Jon Scieszka and his big push throughout his career had been getting boys to read more. But I was so pumped up when he made his platform a push for giving kids choice and letting them choose books they’re interested in. Whether it’s a magazine, book, or even a website, all of that is reading. It might not be what has traditionally been considered reading but it really is.

Do you find sometimes that there is pushback from parents or others from some of these other things that in the past weren’t considered reading?
Travis: Sometimes, but I think it’s becoming less and less of an issue. If there‘s pushback, a lot of times it’s going to be with graphic novels and comic books. Sometimes at book fairs I’ll hear a parent say, “You can’t choose that because it’s not a book.” When that happens I try to explain that it is reading. A lot of times I just open the book up and flip through the pages with the parent to help show that there is reading involved here. I also think sometimes it can be important for a child to have more of a transition. They grow up on picture books, where pictures take up the entire page and tell the story. To then switch to text-only is a pretty abrupt switch.

How does reading help students get the skill sets they’ll need for the future?
Travis:  Reading is the basis for everything. If a kid is a good reader and reads a lot, it’s just going to help them out in whatever they do. It’s the foundation for everything else.

What advice do you give parents, teachers or other librarians to help students get the latest and greatest books?
Travis: I think one thing that is important to keep in mind is to give students choice. In the Book Whisperer by Donalyn Miller, one of her big pushes is to let kids read what they want to read. In her classroom, she saw choice create great advances in her students’ interest in reading. It seems like common sense, but for awhile we were so bogged down in whether a book’s reading level was a little bit too high or low? So finding the latest and greatest book for a child is about finding something they’re interested in.  For school librarians it means offering a really wide variety of books on a wide variety of topics. For parents I think it’s just important to remember to let kids read what they’re interested in. That might mean comic books. Sometimes it might be middle grade novels or a classic. I think it’s all legitimate.

Are there certain books you tend to recommend more than others?
Travis: Horror is always popular. Half-Minute Horrors is one I like to recommend. There’s a newer series by Patrick Carman called Skeleton Creek that’s been very popular for 5th and 6th grade. Nonfiction remains popular, especially with books that get more specific like visual encyclopedias.

In terms of fiction, sports remain really big. A lot of Tim Green books get checked out. One series that’s been really popular is the Origami Yoda series by Tom Angleberger. There’s also When You Reach Me and Liar & Spy by Rebecca Stead.

Some of the graphic novels like Lunch Lady and Baby Mouse definitely grab kids and have been really popular as well. Some of the lesser known graphic novels I like to recommend include Jellaby by Kean Soo and Mouse Guard by David Petersen. It’s a great time for books right now to be honest. There’s just tons of stuff coming out that is interesting and that kids are interested in picking up.

Watch for parts 2 (Collaboration and Helping Students Navigate Information Resources) and 3 (eBooks and eReaders in the School Library) of this interview to show up later this week.

How to Connect with Teen Readers and Non-Readers

Booktalk Interview with Allison Tran – Part 2
Part 2 of an interview I conducted with Allison Tran, teen services librarian in Orange County, California, children's and YA book reviewer for the blog Reading Everywhere, and co-host of the Authors are ROCKSTARS! podcast.

In your role as a teen services librarian and with your Reading Everywhere blog, you focus a lot on teens. Tell me what you enjoy most about working with teens.
Allison: Teen literature is really exciting right now and it’s what I like to read, personally. Teens are at a really exciting point in their life, where they have so many opportunities available to them. They’re just learning how the world works and where they fit into it all. Their options are wide open. They have the rest of high school and then college to look forward to. They’re making a lot of big decisions that are going to shape the rest of their life—which also means there’s a lot of pressure. And it’s just really interesting to see them grow. And they’re really enthusiastic. I love the way teens get so excited about a book or a movie or whatever they’re in to. I also love that they’re very free to express their opinions.

How can books help or make a difference to teens during this time of their life?
Allison: Books can be so many different things for a teen. They can be an escape from anything—from a really bad home life to stress about the SAT. It’s something that can just take them away. Also, books can really speak to them and let them know they’re not alone. Maybe they’ll open the pages and discover a character who is going through the exact same thing that they are. They might find another character who is being bullied or is dealing with an illness. Books can make them feel that they’re not the only one going through what they’re going through. They can be a source of inspiration that gives them hope.

What do you say to teens who don’t have a love for reading?
Allison: I have a real sympathy for non-readers. Everyone constantly pressures them, telling them they have to read something, that they just need to find the right book. And of course I hope they do find the right book, but… what if they don’t?  I imagine they feel about reading the way I feel about math. Let’s just say math is not my strong point. It doesn’t matter how many people tell me that math is awesome and that if I just find the right math program, then I’ll love math. Sadly, that’s not going to happen.

So, I really respect those teens that don’t like reading, and I realize that it won’t necessarily change their mind about reading by simply sitting them down with a big novel and telling them what a super-fun time they’ll have reading it. I want them to know that I’m on their side and that I understand what they’re going through. Still, I’ll always try to recommend a few different books that that might catch their interest. Hopefully one of those choices will speak to them

What if the teen ends up not like any of those book choices?
Allison: Even though I empathize with the non-reader, I still emphasize the importance of reading. Let’s face it: they’re going to have to read at some point. So, I try to open their minds to the fact that there are different forms of reading, including magazines, comic books, websites and blogs. There are also different styles of learning. Some kids aren’t visual learners and that’s simply what turns them off about books. In that case I try to sell them on the idea of listening to an audiobook and experiencing the story that way. Sometimes that’s what they need to get them through.

What are some of the best ways to connect both readers and non-readers with the right book?
Allison: Probably one of my favorite parts of being a librarian is finding the right book for a reader. Avid readers are pretty easy. I just find out what they’ve been reading, what they like, what they’re into, what they’re in the mood for and give them a few choices and they’re usually happy. Since I’m an avid reader of teen books myself, I can always make personal recommendations. For non-readers, I try to approach it by asking, “What kind of movies do you like? What kind of video games? What kind of TV shows?” Then l try to find them something that fits in with those interests.

What advice do you have for teen parents?
Allison: I try to reiterate to parents that no matter what their teen is reading, they’re going to be okay. For example, some are concerned that their teen reads too much fantasy— I think they’re worried the fantasy books aren’t going to help their child succeed academically. They say, “Can we find something that is not fantasy, please?” I can certainly do that for them, but at the same time I’m thinking, “What’s wrong with fantasy? I really believe that if the kid is reading- whatever he’s reading- he’s going to turn out great. Let him read what he likes!” I think parents need to trust in their kids to choose the right books for themselves.

Also, one of the best thing parents can do for their kids, especially at a younger age, but even as they get older, is to model reading behavior. Read together as a family. When they get too old for read-alouds, have a family reading time. Mom and dad can read their books while the kids read theirs, and everyone just kind of chills together and reads for 20 minutes or so. Make it a habit. The more that young people see their parents reading, the more they’re going to do it too.

Do you have some favorite books that you like to recommend for teens?
Allison: There are definitely different books for different readers, but there are a few series that I can recommend to almost anyone and it will be a hit. Cassandra Clare’s Mortal Instruments series has wide appeal with its snappy dialogue and fast paced action. Romance, adventure-- it’s pretty much a win-win for both boys and girls. Scott Westerfeld is another author that I can generally recommend to just about anyone. Holly Black is really great too—fantastic urban fantasy. For girls who want something realistic, often Sarah Dessen or Jessi Kirby are winners.

Clearly, I could go on and on!

Top Three Librarian Skills for Connecting with Readers, Patrons and Authors

Booktalk Interview with Allison Tran – Part 1

An interview I conducted with Allison Tran, teen services librarian in Orange County, California, children's and YA book reviewer for the blog Reading Everywhere, and co-host of the Authors are ROCKSTARS! podcast.

How do you hope to make a difference as a librarian?
Allison: Almost everything I do with my blog, podcast and as a librarian have to do with getting people—and especially young readers—excited about literature. There are so many great books being published for children and teens today, more than ever before. It’s so exciting and readers are really getting into it more and making it more of a social thing. So, I want to build on that excitement and keep them getting excited. And maybe even introduce non-readers to something they might like. I really want to connect readers to books that they’re going to love; books that are going to speak to them and help them develop a lifelong love of reading.

Why do you feel reading is so important?
Allison: Reading is almost like breathing to me. I believe reading is important because it provides a window into another world. It can make us feel like we’re not alone. It can reaffirm our own experiences, or show us new experiences and new worlds that we might not otherwise be able to see. Faraway places, people in different situations, and people who are different from us. Reading also provides a shared connection between people. When you find someone else who has read and loved the same book, you’re instant best friends. You have something to talk about.

You co-host a podcast called Authors are Rockstars! Tell me about that.
Allison: Authors are so interesting and insightful. They always have interesting stories about what drives them and how they got published- but a lot of people haven’t had a chance to meet authors and hear their stories. So, my friend, Michelle, and I decided in our spare time to do this podcast where we feature author interviews and share our love of YA literature. It’s so much fun to be able to create a venue for authors to share a more personal side of themselves with their readers in a medium beyond the written word.

How do you typically conduct the author interviews for your podcast?
Allison: We like it best when we can chat with authors in person, but we also do Skype interviews. Sometimes we do the interviews at events like book signings and get comments from people at the event, so our listeners feel like they were there, too. It’s really fun to connect with other book lovers that way.

What advice do you have for today’s librarians, especially those who are just entering the field?
Allison: There are so many different kinds of librarians, but in general for those who work with the public, the three most important things newly minted librarians should be savvy with are 1) Technology/social media, which has become so important with its ability to connect us with other professionals, our patrons and authors. 2) Teaching. Librarians are educators. We’re always teaching people. So we need to feel comfortable and empowered in that role. 3) Marketing or advocacy. Libraries offer so many great resources, but sadly, a lot of people don’t know what we offer. We should constantly be on the lookout for opportunities to tell people what we offer, whether it’s through the Internet, social media, or through partnering with community organizations.

Are there any unique experiences you’d like to share?
Allison: I’m really privileged to be able to help people all day. That’s one of my favorite things about being a librarian. I’m there for people. One of the most unique experiences I had as a librarian was back when I was a children’s librarian. A pregnant woman came into the library and wanted to find a classic picture book. As I was helping her, she explained that she wanted to make a video of her husband reading the picture book because he was about to get shipped off with the military to Iraq and was not going to be there for the baby’s birth. Of course the implication was that they were worried that he might not make it back. My heart just dropped. I wanted to hug her and weep all over her, but that wasn’t my place to do that. She wasn’t looking for someone to make a big reaction. But I felt privileged as a professional to be able to respond appropriately, telling her how meaningful that would be, and then finding some wonderful book for her. I wish I knew the end of the story, but I assume all went well. And I am so grateful that I had the privilege of being able to help her get what she needed at that time.

What do you enjoy most about being a librarian?
Allison: It’s such a great thing to have the opportunity to connect with people and connect them with books that they’ll love. It’s really my dream job.



Watch for part 2 of this booktalk interview in the coming days.

Cultivating Strong Reading Communities in Schools

Librarian Booktalk with Cathy Potter
An interview I conducted with Cathy Potter, a K-5 school librarian in Falmouth, Maine. Cathy reviews apps for School Library Journal and serves on the Southern Maine Library District's Board of Directors. She served as a nonfiction picture book judge for the 2011 CYBILS awards and is currently a member of the Chickadee Award committee in Maine. She is also co-founder and blogger for www.nonfictiondetectives.com (formerly nonfictiondetectives.blogspot.com), which is dedicated to reviewing quality, nonfiction books for children (ages 5-18). 

As a school librarian, what do you see as the biggest challenge to fostering a love for reading in the students?
Cathy: Time. In the school setting, time is that one thing that we wish we had more of. We have a rigorous math curriculum, science and social studies content areas, but there isn’t a lot of time for sustained reading. I know teachers are always looking at their schedules for how they can eke out a little more time for reading aloud to the kids or letting them do silent reading or come to the library.  I think the most valuable time of the day is when all of the kids are engaged with books.

How do you try to address that lack of time or make the most out of what time you have?
Cathy: I try to stay in touch and collaborate with the teachers that I work with. If they’re working on a social studies unit on immigration, there are books I can recommend that they or the students can read. Also, it’s important to continue that conversation with teachers about the importance of reading. I think in the last several years our teachers have really seen the importance of guarding that silent reading time.

Why is it so important to have that silent reading time in a school setting?
Cathy:  During reading classes teachers often give direct instruction and provide guided reading time to help students learn to read, and as they get older they read to learn. But students also need time to practice those reading strategies they’re learning. They need to be able to read at a comfortable level those books that interest them. It is highly motivating for a child when they get to choose the books that they read. I think kids tend to read more when they’re given time and choice. And the more they read, the better they get at reading. That silent reading time is really the time they have to practice and to enjoy reading.

During that silent reading time, the students also are able to look around to see what they’re classmates are reading. Then afterwards they often talk with their classmates about books. Sometimes the teachers will even set aside time after silent reading for the kids to share the books.

How important is that social element of students talking with peers about the books they read?
Cathy: One of the wonderful things about reading is that when you’re with a book it’s just you and the characters. When I’m done reading a book, I often want to talk to somebody about what I just read. I think students are the same way. It’s about being part of a reading community and I think that’s really important.

You’ve done some unique things at your school to cultivate a strong reading community. Tell me a little about that.
Cathy: I try to find different ways to bring the community together around reading. We’ve participated in World Read Aloud Days for the past couple years. We’ve Skyped with authors from all around the country. We’ve celebrated Poem in Your Pocket Day. We do a mock Newbery program that gives the kids an opportunity during the school day to meet with other students at lunchtime and find out what they’re reading and share their thoughts. It has led to some real rich discussions about the books eligible for the Newbery award. This winter I’m hoping to do a mock Caldecott. We’ve also been doing video booktalks.

Tell me a little bit more about these video booktalks.
Cathy: About two years ago, one of our third grade teachers and I showed her students TV clips from some old Reading Rainbow shows where kids share about books they read. From those examples, we had each of her students write booktalks about one of their favorite nonfiction books that they were reading in class. Then we videoed them sharing their booktalks. We put the booktalks up on the library website so when students came to the library they could click on one of the booktalk links to see book suggestions.

This past year we have taken it a step further and let fourth and fifth graders use our iPads to make book trailers of their favorite books. They try to create trailers that are between 30 seconds and 2 minutes that will hook readers.

You mentioned before about the importance of letting children choose their books. Tell me more about that.
Cathy: When parents come to the library, email me or I interact with them at PTO meetings, my big message is that they really need to let their kids choose their own books. Everybody has different preferences. I have kids that love nonfiction. Some are avid fantasy fans. Others love historical fiction. Some are really into graphic novels. There is something for everybody in the library and if kids have a choice, they’re going to read even more. If they’re hooked on an author or a series, that’s great. They’re reading. The more they read, the more successful they’ll be at reading and they’re going to love it. Choice is about getting them excited about reading.

You and Louise Capizzo started a blog called the Nonfiction Detectives. Tell me a little bit about that.
Cathy: As librarians, we were always looking for the best or newest nonfiction books, but most of the reviews or blogs out there focused on fiction. So, we decided to create our own blog with the purpose of providing reviews of nonfiction books to help librarians and teachers figure out which nonfiction books they should purchase for their libraries.

What are some of things you look for in a nonfiction book that you recommend?
Cathy: We really look at is the back matter, such as the list of sources that the author has used for research. That is really important. We also look at the author notes that sometimes explains how the authors did their research. For example, I’m currently working on a review for Puffling Patrol by Betsy and Ted Lewin, who actually traveled to Iceland to do their research. We look for accuracy, and to see what expertise the author has.

We also look at the way the book is presented, if it’s written in narrative versus expository form. We look at the visual elements and how they support the text. We also look at how it will likely be used by patrons. Certain books will be browser books that will get kids really excited. Some books a student probably wouldn’t check out, but a teacher or a librarian might want it as a read aloud.

One of my favorite books last year was The Case of the Vanishing Golden Frogs: A Scientific Mystery by Sandra Markle. It was written like a mystery, but was about a how certain scientists were trying to discover why a golden frog was mysteriously dying. It has excellent photographs to go with the text.  Students love this book as a pleasure read, but the teachers also use it in the classroom as an example of nonfiction writing and science.

What are some other nonfiction books that you would recommend to students or teachers?
Cathy: One book that I just wanted to read over and over again was Chuck Close: Face Book. We reviewed it this summer and I can’t wait to get this into the hands of my students. It’s an autobiography by an artist written in question and answer format. The kids are going to love it because in the middle it has 14 self-portraits of the book’s artists that is like a mix-and-match flip book for kids, which lets them interact with the book. It’s really well done.

Another one that I really like that came out last year was The Watcher: Jane Goodall's Life with the Chimps by Jeanette Winter. The Watcher really looks at Goodall as a young child to present day and the impact she has made on the environment, and not just with chimpanzees but with deforestation .The artwork works so well with the text. And it it’s highly accessible from kindergarten right up to 6th grade. That’s one my students really enjoyed.

What do you enjoy most about being a librarian?
Cathy: I love that every day is different. I never know what the day will bring. I might be helping students find information for a project they’re doing. I might be recommending books to a reluctant reader. I like being able to interact with everybody in the school, including kids, teachers, parents. I really love that. I love working with the kids over times, watching them blossom and evolve as readers. I love the relationships.

The Right Children's Book Might be a Graphic Novel

Librarian Booktalk with Eva Volin

An interview I conducted with Eva Volin, Supervising Children's Librarian for the Alameda Free Library in Alameda, California. Eva currently serves on ALSC's Notable Children's Books committee. She has served as the chair for YALSA's Great Graphic Novels for Teens committee in 2009-2010 and as a member of the 2011 Michael L. Printz Award committee. She also served as a judge for the Will Eisner Comic Industry Awards in 2008. Additionally, Eva blogs for School Library Journal’s Good Comics for Kids and reviews graphic novels for No Flying No Tights and Booklist.

How do you hope to make an impact as a librarian, a book reviewer and with your involvement with different children’s book committees?
Eva: I want to do for other kids what teachers and librarians did for me when I was a kid, which was understand that not every book is for every child, and to keep handing them things until we discover what it is they are interested in. Just because a child might not be a reader now, it doesn’t mean he or she won’t ever be a reader. They just need to find that book that clicks. I want to be the one that hands them that magical book that flips on the switch for them. 


What do you say to the teacher, librarian or parent who is trying to find that right book for a particular a child?
Eva: The strategy that works best for me is to gently remind the parent or the teacher that this isn’t about the parent or the teacher. This is about the child and the child’s interests. You can’t necessarily hand every single third grader Captain Underpants and figure that’s the one that’s going to be the hit. Some kids don’t like Captain Underpants.

You have to ask questions and get to know the kid. You don’t necessarily need to take them to coffee or anything, but you need to be ready and willing to spend the time to find out what the child is interested in, and then start recommending books. Sometimes you can go to the best-seller list or the greatest hits lists, but often you need to take the time to find out what the kid likes and doesn’t like.


What are your thoughts about the social interaction between a child and a parent as an aspect in developing a love for reading in a child?
Eva: I think parent involvement is key. Sometimes that parent involvement means getting out of the way. :) Reading aloud to a child is step number one in the early years when kids are pre-readers, Step number two is having the child see that you also read. Even if a parent isn’t a big reader, they need to fake it. Read magazines. Read milk cartons. Read the newspaper. You don’t necessarily need to sit there reading James Patterson’s latest novel. You need to show your kids that reading is not only important, but that it’s important to you. And that will get the child to start thinking that maybe reading is okay.

The next step is to never turn your nose up at what your child wants to read. If you aren’t necessarily a big horror reader, but your child is on fire for horror stories, don’t hold the book by the corner and wrinkle your nose and say, “I don’t understand how you read this nonsense. Put it back.” Say, “That’s fantastic! Tell me what you think. When you’re done with that, let’s see what else is out there.” Don’t try to pigeon-hole your child’s reading into what you enjoy. (Can you tell this issue has come up over and over again this summer? Gah!)

You focus quite often on graphic novels and comics. Why is that?
Eva: Sometimes a graphic novel is the perfect book to turn somebody into a voracious reader. That doesn’t mean that graphic novels are just for reluctant readers. Sometimes they turn regular readers into voracious readers too. And because the pictures help kids decode the words, graphic novels can help advanced readers become even more advanced readers. So having graphic novels in my collection has become a gateway to grabbing the interest of even more kids and turning them into readers.


In some people’s minds there sometimes seems to be a stigma about comics and graphic novels. What are your thoughts about that?
Eva: Many people my age and older still tend to think that comics are just for little kids, that they dumb down reading. As librarians, teachers, and parents, we need to realize that all reading is good. It doesn’t matter what you’re reading. Reading is good. If graphic novels are what a kid wants to read for his free reading, let him do it. I’ve never met a kid who, after reading 20 comics, absolutely refused to read anything else. She may continue to have a preference for graphic novels, but that doesn’t mean the graphic novel will dumb her down or turn her off of prose. All reading is good.

Do you see the stigma associated with graphic novels and comics changing?
Eva: Absolutely. Teen librarians are already on board. No question. They got the message 5 to 10 years ago that graphic novels are in fact a type of literature and should be treated with the same respect that you treat any other form of literature. Children’s librarians are definitely on the road to accepting graphic novels as good and worthy of our attention and promotion.

The more reading we do, both professionally and just as readers, the more librarians and teachers realize that there’s a lot more to sequential art than anybody gave it credit for in the past. So, I think the ball is really rolling. Nowadays, the people who say that comics aren’t legitimate literature tend to be people who haven’t done their homework.


Are there certain graphic novels that you tend to recommend over others?
Eva: I’ll always ask questions to find out what the child is interested in. There are so many different kinds of books covered by the graphic novel format. Since graphic novels are a format, not a genre, you can have all different kinds of genres within that format. Once I figure out what the child is interested in reading, then I start making recommendations.

Some of the graphic novels that have been very popular in my library lately include Raina Telgemeier’s Smile and Jeff Smith’s Bone, which is a perennial favorite. Ben Hatke’s Zita the Spacegirl series is always fun. Chris Schweizer’s Crogan Adventures are fantastic books that make history fun. The Olympian series by George O’Connor is never on my shelf. It is always checked out. Faith Erin Hicks’ graphic novel, Friends With Boys, is a new one I expect to be very popular with tweens. The Toon Books line is great for younger kids. They are graphic novels written for the easy reader reading level and they’re all lovely. Stinky by Eleanor Davis won a Geisel and is one of my favorites. The books in Geoffrey Hayes’ Benny and Penny series are always great.


What are some good resources for people who are new to graphic novels who want to learn more or find out what might be appropriate for their children or student?
Eva: Booklist and School Library Journal have started reviewing graphic novels more regularly, but for the broadest look at what is being released, you still need to go online. Good Comics for Kids is a School Library Journal blog where I and other reviewers review kid’s graphic novels from ages 4 to 16.

Another good place to start is NoFlyingNoTights.com. It’s a website where teens and librarians, including myself, review books with collections in minds. We review books for kids, teens, tweens, and adults of all interest levels. If you’re looking more for superhero stuff and more traditional comic books, comicsalliance.com is a great place to look for reviews. If you’re limited to trade journals, the main ones you probably want to look at are School Library Journal, Booklist, and VOYA.


What do you enjoy most about being a librarian?
Eva: It’s probably the light bulb that goes off over somebody’s head when you’ve said exactly the right thing to get them to want to take the book home. There’s nothing like seeing an 8-year-old’s face light up because they found the perfect book.

Also I think it’s something that happens when I’m not at work, maybe at the supermarket or walking through the park, when a child runs up to me and says, “You’re the library lady. Do you remember me?” And then I get to say, “I do, I do remember you.” That’s a really special moment where I know that I’ve connected with somebody, that I did something right enough that they remember who I am.”


Are there any unique or interesting experiences you’d like to share?
Eva: My favorite story is when a girl with her mom came to me at the reference desk and asked about a certain Manga volume. I said to her, “Yes, we have that volume. Let me put that on hold for you. This is a really good series. I think you’re going to like it a lot.” The girl did a double-take. She looked at me, looked at her mom, looked at me, looked at her mom. Then she said, “See, mom, even old people read these.” The sense of self-satisfaction on this girl’s face was fantastic!


Any last words?
Eva: I have this theory that the librarians who love to read things and who love to recommend books are the ones who become children’s librarians. So, I guess it’s just keep reading. Keep reading new things so you can keep recommending the perfect book to the right kids.


To read more about graphic novels and reviews from Eva Volin, visit her blog at http://blog.schoollibraryjournal.com/goodcomicsforkids/author/evavolin/.

The Alameda Free Library serves those who live, work, play, and learn in Alameda by providing materials, services, and programs to advance their recreational, educational, and professional goals. The Library offers a wide range of services to support community priorities, including answering reference questions, staging story times, providing summer reading programs, hosting class visits, and offering free public programs and displays for all ages and interests. For more information about the Alameda Free Library, visit www.cityofalamedaca.gov/Library/.

Reading Aloud to Children

Librarian Booktalk with Lisa Von Drasek
Interview with Lisa Von Drasek, Director of the Center for Children's Literature, Adjunct Faculty member, Children’s Literature Specialist, and Children’s Librarian at Bank Street College of Education. Lisa is also an ALSC board member, active member of ALA, and blogger for School Library Journal, and EarlyWord.com.




Tell me one of the key things you try to teach future teachers who study at Bank Street College?
Lisa: To not be too busy to read aloud. To make reading aloud part of the day. We read aloud all the way through middle school at our school. We model reading aloud for teachers who are learning to be teachers.

Why is it so important to read aloud to children?

Lisa: Ah, well, without reading aloud we won’t learn to read. You won’t hear those words and have the awareness of the sounds of the letters that make up a word. And it’s so important to read aloud even after your child knows how to read for themselves because you have a vocabulary that is vast compared to a six year old emergent reader. So you’re building a listening vocabulary every time you read aloud.

Also, it’s like what we say about fiction, as you go through a book, you really can get into other people’s heads. For example, there is a new book called Wonder about a kid with a facial disfigurement. It’s told from his point of view, the point of view of the sister, and the point of the view of his best friend. 6th and 7th graders who hear this book read, start to live the lives of these middle school children. A classroom teacher who reads this book aloud gives children the permission and a safe place to hear these words.

Do you feel it has more emotional impact when children hear a book read aloud versus them reading it themselves?
Lisa:  I’m not sure about the emotional impact, but maybe you’re right. I think it does. I think people forget how important it is that you are modeling. As a teacher as a librarian or as a parent, you are being watched all the time. You can’t control everything. Of the smallest things you do, you don’t know which one of those things will make a child think, “Oh, that’s it.”

I taught a child years and years ago, who had been born with cerebral palsy. She had difficulties speaking, but she made friends and was integrated as part of the classroom community. Years later I ran into her on vacation and she started telling her mom the story I read aloud when she was in the 3rd grade. Then she said, “Oh, you never finished the Tale of Despereaux!” She must have missed the last class. But the point is, you just don’t know the impact you have.

Do you have advice for parents on how they can develop a love for reading in their children?
Lisa:  In Mem Fox’s book, Reading Magic, she says that every child should have one thousand books read aloud to them by the time they enter preschool. That sounds crazy, but it really isn’t. If you read just 3 picture books a day, which takes only five to ten minutes, you’ve met that goal. So, pick an old favorite, a classic or one that a librarian recommended. I have parents coming up to me all the time and say, “Oh , you picked the perfect book for my kid!”

What books do you recommend as read-alouds?

Lisa: We’re always looking for the new great read-alouds. We have found that the number one question people ask us is “What are the best books to read aloud?” So our children’s book committee at Bank Street put together an ebook called Best Books to Read Aloud with Children of All Ages. It’s not a comprehensive list, but it’s a starting point. It helps you learn what we look for in a good read-aloud. It answers questions, such as why and what are the differences in read-alouds for different age groups, and how to be interactive when reading aloud.

Do you find that teachers or librarians are sometimes resistant to reading aloud?
Lisa: I don’t think they’re resistant, but I think in this day and age people are expected to do things outside their comfort zone. So, everything is practice. You can’t expect anyone to read cold. You have to practice. That’s part of it. Sometimes, some people feel self conscious.

What are some of the other key things you try to teach future librarians?
Lisa: Even if somebody else is selecting the books for your library’s collection, you have a professional responsibility to read reviews and to read. There’s School Library Journal, Library Journal, and VOYA. I read Horn Book. I read PW. I read Shelf Awareness. I write for Earlyword.com.

This is your community that you joyously entered when you became a librarian. There’s no down side to becoming a member of ALA. Not only is it part of that professional responsibility, but it also give you people to bounce things off of. You also have LM_net, an online community of school librarians. When I have a question, and I just don’t know the answer, I give it to the group,

How do you define what a young adult book is and who’s it for? Perhaps everyone you know is giving Hunger Games to 5th graders, but you don’t want to give it to 5th graders. What do you do?  Well, maybe the answer is to not read aloud Hunger Games to 5th graders, but don’t take it out of their hands. Those are all professional questions you can ask the community to help you make your choices.

How do you hope to make an impact with the work you do?
Lisa: To get teachers reading. Teachers are busy and overwhelmed. They’re dealing with so many different issues. But despite all of that, I hope that they’re taking their kids either to their school library or to their public library, that they’re asking for recommendations and that they’re reading and sharing.

What do you enjoy most about being a librarian and teaching teachers?

Lisa: It’s when you’re in the teaching moment and the faces lights up. We have a picture book award that we give every year that’s a children’s choice award (The Irma Black Award).  One of the four finalists is a book called All the Way to America by Dan Yaccarino, which is a very quiet book about generations. He comes from Italy to the United States with a shovel, and the shovel gets passed down.

Just last Friday when I read it to the class, I turned the page and the narrator’s voice says “And my father would take us into New York City to the San Gennaro Festival, and we would eat Zeppelli and I love New York City.” And you turn the page and “Now when I grew up, I moved back to New York City where my great grandfather came to when he came from Sorrento, Italy.” And you see the kids’ faces all of the sudden go “Wait a minute. Wait a minute.” And the narrator continues, “And my children use that shovel to dig and plant on the terrace of our apartment and I’m a children’s book writer and illustrator.” And they’re all going, “Dan! Dan! The author of the book, it’s his story.” Even though it says in the title, The Story of an Italian Family that came to America, these 6 year-olds suddenly light up and make the connection. I think for every teacher, those are the moments that get you past the hard times. These are the moments you live for.

The Irma Black Award for Excellence in Children's Literature is a children’s choice award that goes to an outstanding book for young children. Over 10,000 children across the United States participate in the award, choosing four books as finalists from a field of sixteen that have been selected by the Children’s Book Committee at Bank Street College as a result of their reading over a thousand books published in the previous year. The four finalists for the 2012 Irma Black Award are All the Way to America by Dan Yaccarino, I Want My Hat Back by Jon Klassen, What Animals Really Like by Fiona Robinson, and You Will Be My Friend by Peter Brown. The list of semi-finalist can be found at bankstreet.edu/center-childrens-literature/irma-black-award/ and Lisa Von Drasek blogs about the progress of the award at blogs.slj.com/bank-street-irma-black-award/. The winner of the award will be announced April 9th, 2012.

Now located in New York City just a few steps from Broadway, Bank Street College of Education has been serving students, families, schools and other non-profits, and the education policy community since 1916. It focuses on creating and understanding environments that enable children to learn.  Bank Street aims to carry out this mission through engaging with children in classrooms, museums and other settings.  In addition, Bank Street prepares teachers for these settings.  And, through the activities of its faculty, Bank Street preserves and generates new knowledge about the teaching and learning environment. 

Insights into the 2012 Caldecott Books

Librarian Booktalk with Deanna Romriell – Part 2
 Part 2 of my interview with Deanna Romriell, Caldecott Committee member (2012), Manager of the Salt Lake City Public Library's Children’s Department, former president and long-time member of the Children’s Literature Association of Utah (CLAU), and reviewer of audio books for School Library Journal.


You recently served on the 2012 Caldecott Committee. What can you tell us about your experience on the Caldecott committee?
Deanna: I could go on for hours about what a wonderful experience serving on the Caldecott Committee was.  I have had a long-time dream of serving on either the Caldecott or Newbery. So I have served on several Committees for ALSC hoping to one day have that opportunity.  This past year every day was one of discovery.  I loved coming home from work and seeing boxes of books stacked on our kitchen table.  I loved the anticipation of looking at each new title.  I loved reading and taking notes and really thinking about everything I read.

Then, meeting with the full committee in January to make the final decision was an awesome opportunity.  To be literally locked in a room for hours and hours with other committee members who have also put countless hours of thought and consideration into the titles being discussed is an eye-opening experience.  I really learned to respect all of the committee members and the value of their unique insight.  I also think I will never be disappointed in a winner again as I have so much appreciation now for the process.  It’s amazing what comes up in committee conversations that I would not have considered on my own or even talking with colleagues.  
 
What insights can you share on the medal and honor winners?
Deanna: I can share very little, as we are sworn to secrecy about any conversations that occur once that committee meets.  That said, I can say that they are all exceptional books.  A Ball for Daisy, which was our winner, is outstanding in the way that it captures the deep emotions of love, loss, and ultimately joy – all on a level that a very young reader can relate too.

Me…Jane allows readers a powerful connection to a person that is admired by many and has such a wonderful “aha” moment at the conclusion.  Blackout is wonderfully paced and the use of light to carry the story is quite lovely.  With Grandpa Green, Lane Smith offers up a wonderful story of love and connection across generations.  And, it’s just amazing how much variety and texture that is created using primarily the one color of green.

I love all four books for what they have to offer and feel even more strongly about each after hearing the insight of those other 14 committee members.

What did you like most about participating on the committee?
Deanna: Receiving all of the books published during the year and coming across those that are really gems. It’s an amazing feeling to open that one book, after reading a dozen others, and finding something really special. 

Do you have any unique or interesting stories about your experience on the committee that you’d like to share?
Deanna: When the committee gathered to call Chris Raschka, we were all so excited of course.  We were crowded into a tiny room and gathered around a speaker phone.  We enthusiastically dialed the number given to us only to hear a voice on the line telling us that we had dialed a number that is no longer in service.  What a let-down!  We then called our contact with his publisher and she tracked down a new home phone number as well as a cell phone number to try.  We tried both – no answer!!  We had to move on and call all of the Honor Winners.  We then went back to Raschka – still no luck!  We were on a very tight schedule and were told we would have to leave.  The disappointment was huge.  We had all really looked forward to making that call.  Then, just as the committee was filing out of the room, the publisher contact called our Chair on his cell phone with yet another number we could try.  With high hopes we all hurried back into the room and made the call.  Chris answered!  It was so great to hear his voice and be able to share that exciting moment with him.  After all of the drama of not being able to get through to him, it was the perfect ending.

Any last words?
Deanna: I know that libraries are at an interesting point in time with a lot of questions about the future of libraries circulating out there.  But, I am sure that libraries in some form will be essential to our communities for many, many years to come.  Libraries are about books but, more importantly, they are about information in all of its forms as well as discovery, community, and life-long learning.  Libraries offer people a place to come and make connections to each other and the world at large.  I love being a part of that.

Instilling a Love of Reading

Librarian Booktalk with Deanna Romriell – Part 1
 Interview with Deanna Romriell, Caldecott Committee member (2012), Manager of the Salt Lake City Public Library's Children’s Department, former president and long-time member of the Children’s Literature Association of Utah (CLAU), and reviewer of audio books for School Library Journal.

Tell me a little about your role at the Salt Lake City Library.
Deanna: I am the manager of the Children’s Department which is, I’m sure, the best job in the world.  Not only do I get to do all of the things I love like Pre-School Storytime, Book Baby, Puppet Shows and Outreach Storytimes but I also have the opportunity to work with the most amazing staff on the planet.  They are full of energy, creativity, and a passion to serve the young members of our community and their parents, teachers and caregivers.
 
What advice do you have for parents who want to instill a love for reading in their children’s lives?  
Deanna: Read!  Read with your children.  Provide materials for them to read.  And, read yourself.  I think that one of the most valuable things parents can do is to let their children see them reading and talking enthusiastically about what they read.  I also think providing a variety of reading experiences for children adds to the fun – let them read magazines, comic books, fiction, non-fiction.  In the midst of all of the possibilities they are likely to find something that turns them on to reading.

What are some of the more recent books you recommend to young readers?  
Deanna: I do like to recommend Diary of a Wimpy Kid because it is so appealing to so many.  It looks fun and is not at all intimidating.  I also love to recommend John Flanagan’s new title, The Outcasts from his new series The Brotherband Chronicles.  I was a fan of his Ranger’s Apprentice series and I think I like this new one even more.  For younger children I still love whatever is new by Mo Willems.  I think everything he does is just perfect for the pre-school/beginning reader crowds.  He really knows how to have fun with words and with his illustrations.  In the realm of alphabet books I adore the new E-mergency by Tom Lichtenheld.  I laughed so hard my first time through and every time I go back to it, I find something new that makes me laugh out loud.  Anyway, I could go on for ages.  There are always so many excellent new titles coming out and each reader is so different, I am always finding a new favorite to recommend.

Do you have a favorite book you like to recommend to young readers? 

Deanna: Well, every reader is so different I really make recommendations based on the individual child that I am helping at the time.  That said I have had a number of young animal lovers ask for recommendations lately.  For them I love to recommend Jenny and the Cat Club by Esther Holden Averill (or any of the other titles in that series).  Originally written in 1944, it is still full of wonder for today’s animal-loving young readers.  It’s so fun to recommend because very few of them have ever heard of it before so it’s a new discovery.

Tell me some of the ways you hope to make an impact with the work you do at the library. 
Deanna: I am always hoping to ignite a spark in children that will lead them to a lifetime of learning, reading, and exploring new possibilities.  I went to an Outreach in a Pre-Kindergarten classroom the other day and when I walked in the children were jumping up and down and yelling “Miss Deanna, “Miss Deanna” – not because I am amazing but because they absolutely love to hear the stories and join in the fun of learning something new.  Children have such great enthusiasm and I am so blessed to get to experience that first hand.  I hope that the things I do as a librarian serve to encourage that joy as they grow older.
 
Do you or the library do anything unique or interesting to help get children excited about reading?
Deanna: We have a wonderful preschool program called Start Smart.  As part of the program children’s librarians across our library system visit Pre-K classes and Head Start classrooms once a month to provide what we hope is a fun and interactive storytime.  Then, during the course of the year, we work with the School District to offer Parent/Family Literacy nights.  The individual schools plan the evening and we are given the opportunity to meet with the parents for 45 minutes or so and talk to them about literacy and the huge impact that they can have on their children’s reading development as they interact with them.  The parents receive a brochure full of ideas to help them read with their children and have fun doing it.  Then, each child receives a free book.  The program has been a great opportunity to get out into our community, to get to know the children on a personal basis, to meet with parents that don’t always come into the library, and to partner with the Salt Lake City School District.

What do you enjoy most about being a librarian? 
Deanna: I became interested in becoming a librarian while working on a Master’s Degree in Children’s Literature at Simmon’s College in Boston.  So, I started out in librarianship because I love children’s books in all their forms.  However, I have come to love working with the children the most.  I particularly love storytimes as they give you the chance to really connect with the children and see their eyes light up as you share the books with them.  For me, not much could be better than that. 


Deanna recently participated on the 2012 Caldecott Committee. Next week I'll post part 2 of my interview with her, in which she relates her experience on the committee.

One hundred years since the Salt Lake City Library first opened its doors in 1898, it now has five branches in addition to its new 200,000 square-foot main library building. The Salt Lake City Library system is a dynamic civic resource that promotes free and open access to information, materials and services with a focus on enabling community members to better enjoy life, explore new ideas, ensure early literacy, access technology, and make its community an even better place to live.