100 Scope Notes list of How-To PBs

Travis Jonker is a well-known and insightful elementary school librarian and blogger. Today he published a list of picture books coming out in 2019 that teach kids how to do certain things. It's a fun list of books, but there's one on the list in particular that's my favorite. Check it out. http://100scopenotes.com/2019/02/07/how-to-do-just-about-everything-in-2019/

What About Early Readers?

Librarian extraordinaire Travis Jonker always has insightful posts at SLJ's 100 Scope Notes. I especially like his post today where he talks about the constant demand he gets from grade school students asking for more early reader books like Tedd Arnold's Fly Guy. Travis talks about how insanely popular Fly Guy is among his young patrons and wonders why there aren't more new books like it.

I often have that same question. The truth is that early readers are a hard sell to most children's book publishers. Not many pursue them. Of the handful of publishers that do, most don't seem to have the desire to expand their line beyond what they call their "current properties". Translation: movie tie-ins or proven best sellers. You can't expect many new early reader lines from publishers with that kind of strategy.

But a few publishers get it. In fact, I recently had a publisher ask me to submit a series proposal on an early reader I submitted to them. It went a couple of rounds through their acquisition committee, with some editors very excited about it, but ultimately they decided to pass on it. However, they invited me to submit some other early reader book manuscripts and proposals. We'll see what happens. But I applaud publishers like that who aggressively seek to publish early readers, not only their current line of books, but new and exciting fresh ones too.

As Travis Jonker states in his post, "The world needs more early readers with very basic vocab and an attention-grabbing main character. I know it ain’t an easy order, but there are some eager young readers out there."

I agree with Travis and I hope there end up being a few more publishers that do too.

Favorite Children's Books - A Harm or Help?

When I was little - even before I could read - one of my favorite books was Curious George. There were other books that I liked, but there was something about that curious monkey and the book’s illustrations that really appealed to me. When my mom took me to our public library, I’d head straight to the children’s section and grab some Curious George books. I might have checked out other books too, but I don’t remember them. I remember wanting Curious George. That’s what made me want to go to the library. That’s what helped fuel my love of books.

That memory raises certain questions in my mind.

• How important is it for young children to discover their own favorite book or books?
• Is it harmful or helpful for parents, teachers, and librarians to discourage children to fixate on a specific book?
• Does focusing on a favorite book limit a child’s reading world in the long-run or just short term, or does it help create an early love for reading that will ultimately open the child to a much broader world of books?

Personally, I think having a favorite book can be a good thing for a child. Is it essential? No, but I think when a child finds a favorite book or favorite books, it definitely fuels their love for reading. I think the same can be said when a child discovers a favorite genre. When they find books they love, they’ll love to read.

While I think it’s fine for parents, teachers and librarians to encourage children to read a wide variety of books and genres, it can be harmful if too much pressure is put on a child not to stick with a favorite book or genre. Children need to be empowered with choice in reading. Over time their tastes will vary and change, and they will naturally branch out into other books. The important thing is to get them reading and to help them find books that will inspire them to read and learn more.

Dragon Hits Foreign City

Old MacDonald had a Dragon made it's way onto the shelves of a library in Leipzig, Germany where it will be used to help German children learn English. That's pretty awesome I must say.

How to Open Doors to Learning

I love libraries. Before I could read my mom would often take me to our local public library. I would check out my favorite picture books, which usually consisted of various Curious George books. I would take them home, turn the pages, look at the pictures and pretend I could read the words. It established in me a love of books and a desire to read. It also made the library a comfortable place for me to visit.

As I grew older, libraries became a place of learning for me. I wasn't one who would spend hours holed up in the library reading book after book. But if wanted to learn something new, the library was often the first resource I would turn to. I still remember when I was a teenager and first learning how to snow ski. I went to the library to check out a book on skiing and read about the finer points of the snowplow technique, followed by the parallel ski. Anything I wanted to learn about I could find in the library.

Today, the Internet often becomes the first place that people turn to gain new knowledge. That's okay. But we shouldn't let our children grow up thinking that the worldwide web is the only viable resource beyond their textbooks for research and gaining knowledge. Until the day when all the vast physical collections within libraries become digitized, our children need to learn to feel at home within the walls of their local library and practice the valuable skill of cracking open a physical book. Frequent visits to the library with our children will make that happen. Those frequent library visits will also instill within our children a life-long love of reading.

But don't forget that today's libraries aren't just about physical books and references. The ever-growing digital collections that many libraries work to build provide even greater and easier access to extensive reservoirs of knowledge, opening the doors of learning wider than ever before.

Power of Reading

There is real power in reading. When I present at schools, one of the things I talk about to young students is how when we read a book it powers our imagination in a way that we can become anything or do anything while we read that book. But reading lets us do much more than just imagine we can do anything, it literally gives us the power to become and do. Not only does reading open our eyes to new possibilities, it has the power to transform new possibilities into new realities.

A child that masters reading opens the door to an endless array of opportunities for success and happiness. Their choices become virtually unlimited. To paraphrase William Godwin, reading puts everything within our reach.

How to Create Habits of Reading in Kids

Getting books in the hands of children that they will love is so key to helping them form habits of regular reading. That doesn't mean forcing certain types of books on them. It means being open to their personal tastes and helping them find books that they will want to devour. That could mean graphic novels, classics, non-fiction, adventures, historical fiction, mysteries, thrillers, fantasy, poetry, contemporary, humor, whatever.

What's the Real Value of Author School Visits?

I love it when teachers and librarians understand and recognize the value that author school visits can provide students. Yesterday, I visited Battle Mountain Elementary and Lemaire Elementary in a small mining community in the middle of Nevada. In spite of the five hour drive through the sagebrush covered desert the day before and the five hour drive back after the visit, it ended up being one of my favorite school visits ever.

The school librarian told me ahead of time that the small, out-of-the-way community doesn’t get much in the way of entertainment, so my visit to the school was going to be a big deal. So of course, the teachers, school administration, and students were all excited to have me there. The kids were all engaged in the presentations I gave. They listened. They participated. They laughed when they were supposed to. Even one sweet little girl ran up to me and gave me a hug afterward. All of those were wonderful and added to making it a great experience, but what really made it such a satisfying experience were comments that different teachers made to me at different times after the presentations.

After my Exciting World of Books presentation, one teacher said something to the effect, “The way you read to the kids with such expression is just what we needed to reinforce what we’ve been teaching with fluency. The kids loved it, and now we can say, ‘See, that’s why it’s important to read with expression.’”

After my presentation on Story Creation Fun, one teacher made a comment like, “Your segment on showing versus telling is just what we we’ve been trying to get across to our students. Kids don’t always believe or think what teachers teach is important, but when they hear it from an author, then it makes an impact.” Another teacher said, “Thank you for covering the “try-fail cycle. We’ve been working on that and you reinforced what we’ve been teaching. It was perfect.”

This is the effect that I want all my school visits to have. I want to reinforce in a positive way what teachers are trying to teach. I want kids to get excited about reading. I want to help nurture a love for reading in their lives. I not only want to teach kids some of the key aspects of how to write better stories, but I want them to get a feel for how wonderful and fun the story creation process can be.

The real value of an author school visit is not its entertainment value. The real value of an author school visit is the positive, life-changing impact it can have on students, while reinforcing the schools, teachers and librarians’ efforts in a way that no other activity or assembly can.

Why a Narrated Book Trailer?

I received a request the other day from a school librarian to add audio narration to my book trailer for Old MacDonald had a Dragon. I hadn't seen the need for it before until she reminded me that many of her kindergartners and 1st graders might struggle with reading the captions on my trailer. Great point! So, here's a narrated version of the picture book's trailer. Let me know what you think.

Top 5 Ways to Get Children to Read - #2

Find Books that Appeal to Children's Unique Tastes

Every child's tastes are different. Too often adults, and even kids’ peers, try to push their own reading interests onto them. Sometimes I would get frustrated when I would see the classics pushed onto one of my sons because it was driving him to boredom and a dislike for reading. Ironically, I would often try to get that same son more interested in reading by finding adventure books and fantasy books for him to read. He liked them okay, but they weren’t his thing. That was puzzling to me since I loved those books and so did my older son. Ultimately, I discovered that he really enjoyed reading about sports. For awhile he read sports books, but now most of his reading is in the sports section of the newspaper or on web sites, and that’s great, because he’s reading.

All my children are readers, but they all have different tastes, which range from the classics to fantasy and adventure to contemporary thought provoking literature and to non-fiction or historical books. Many times children don’t consider themselves readers simply because the world’s supposed view of what reading is doesn’t mesh with their own. The other day my adult niece mentioned that she’s not a reader and that she’s read probably less than 5 books in her life. She listed the books, which were all fiction, but then went on say how she loves to read books that you can learn about things, such as rock climbing and similar things. She’s definitely a reader.

The key is to give children choices in their reading. Just because they don’t want to read the classics or the latest bestselling novel, doesn’t mean they’re not readers. It’s a mistake to force our own interests or likes on them. Instead, we need to help them discover the books or other reading material that will appeal to their unique tastes.

For more insights on the importance of finding books that target children’s specific interests, take a look at the following Librarian Booktalks:

• Getting Great Books in Children's Hands (Elizabeth Bird)
• Everything is Reading (Travis Jonker)
• How to Connect with Teen Readers and Non-Readers (Allison Tran)
• The Right Children's Book Might be a Graphic Novel (Eva Volin)

Also, take a look at these resources for book ideas for children.

• Children's Books 2012: 100 Titles for Reading and Sharing (New York Public Library)
• ALA’s Reading List
• ReadKiddoRead
• 70 Books to Get and Keep Boys Reading
• Guys Read 

# 1 Way to Get Children to Read
# 3 Way to Get Children to Read
# 4 Way to Get Children to Read
# 5 Way to Get Children to Read
 
Image courtesy of Photostock / FreeDigitalPhotos.net

Top 5 Ways to Get Children to Read - #3

Let Your Children See You Reading

The way that children feel that others think about reading’s importance affects their own reading attitudes. If children rarely see their parents read, they gain the perception that reading is not too important. It develops an attitude of “Why should I read, you never do?” The opposite is true as well, the more children see their parents read the more important it becomes in their minds. This can be especially true for boys in father-son relationships. Whether it’s from cultural or social influences, research has shown that many boy “non-readers” view books as feminine or uncool. That same research shows that as boys see their fathers reading (or other significant male role models, such as grandfathers, uncles, brothers, and teachers), they more than likely will overcome this perception.

Regardless of whether you’re talking about boys or girls, the idea is that children need positive role models that will inspire them to read. When they constantly see you enjoying a variety of good books, it sends the message that “Reading is fun!” “Reading is cool!” “Reading is important!” “Reading is just what I need!”

Want your kids to be readers? First, be a reader yourself.

Here are a few resources that talk about the idea of modeling reading to children:
How to get your kid to be a fanatic reader by James Patterson 
Be a Reading Role Model
Ten Tips to Get Kids Reading
How to Model Reading
How Can I Improve My Child's Reading?

# 1 Way to Get Children to Read
# 2 Way to Get Children to Read
# 4 Way to Get Children to Read
# 5 Way to Get Children to Read

Top 5 Ways to Get Children to Read - #4

Continually Nurture a Love for Reading

Many of the attitudes that children form about reading derive from their relationships with others. One of the most impactful relationships on children’s reading attitudes is the one they have with their parents. Studies have shown that children who love reading often have that love for reading continually nurtured by their parents and other family members.

So, how do you nurture that love for reading? One is to simply make it fun. Have family reading times. Ask your children what they're reading? Tell them about what you are currently reading (This means you actually have to read yourself). Have a family read-a-thon. Take children on frequent trips to the library. Go to storytimes at the library, local bookstores or book fairs. Let children create their own books. Read to your children (This is actually an individual category on its own – watch for it in the countdown). Give books as gifts.

Encouraging positive reading-related interactions with children's peers is important too, such as informal book conversations with friends or book clubs. Of course, librarians can play a vital role in nurturing the love of reading in children. My booktalk interview with Cathy Potter on Cultivating a Strong Reading Community at Schools has a few insights in this area.

There are lots of other ways to nurture a love for reading in children. Some will show up in the remainder of my top 5. But I’d love to hear from you on what you suggest.
# 1 Way to Get Children to Read
# 2 Way to Get Children to Read
# 3 Way to Get Children to Read
# 5 Way to Get Children to Read

Image courtesy of Ambro / FreeDigitalPhotos.net

Top 5 Ways to Get Children to Read - #5

Accept that Everything is Reading

It’s debatable where this concept really ranks. Some might say it’s actually the number one way to get children to read. But the truth is that one of the most powerful ways to get children to read is for parents, teachers, librarians, caregivers and others concerned with helping children become readers is for us adults to simply accept the idea that everything is reading, and then encourage that reading in children.

For parents, this requires making a wide selection of books available and accessible to children, including classics, adventures, mysteries, biographies, fantasy, science fiction, thrillers, sports books, humor, non-fiction, encyclopedias, and yes – even graphic novels and comics. But the idea of Everything is Reading is not limited to just traditional books or ebooks. It includes newspapers, magazines, websites, do-it-yourself manuals, even the back of cereal boxes and more.

The idea is to encourage reading of any type. That encouragement and acceptance can help kids to keep reading and might eventually lead them to gain interest in reading a wider variety of other types of reading material. The more a child reads, the more the child develops their reading ability and the better chance they have to succeed in school and life in general. To get them to read, be okay with what they’re already reading or want to read.

For more on the concept that “Everything is Reading”, read my interview with elementary school librarian and SLJ 100 Scope Notes blogger, Travis Jonker.

# 1 Way to Get Children to Read
# 2 Way to Get Children to Read
# 3 Way to Get Children to Read
# 4 Way to Get Children to Read

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.

We're going to be friends

One fun clip from librarian, Besty Bird's Fuse8 blog post on turning Pop songs into children's books. Enjoy!

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.