December 2015Calendar / News & Notes / Reviews / Pop-ups / Interview
Storytimes : Shapes / Body Parts
Readalikes : Fractured Fairy Tales
MARK YOUR CALENDAR
Upcoming Events for Children's Librarians
NEWS AND NOTES
ACL's Annual Performers' Showcase:
Performers include musicians, puppeteers, magicians, circus acts, storytellers and more -- all eager to perform in libraries and schools for fees ranging from $200-$450. Featured artists include bilingual performers, first-time Showcase performers, and many acts that will fit with this year's "Read for the Win" Summer Reading theme.
Free admission for children accompanied by adult audience members!
The Fremont Main Library is located at 2400 Stevenson Boulevard, Fremont, (510) 745-1400. From Fremont BART, you may walk a long three blocks down Civic Center Drive(10-15 minutes). AC Transit also runs buses from the Fremont BART; check for information inside the station or call the AC Transit information number. For lunch, a variety of restaurants are in the shopping areas along Paseo Padre Parkway to the north of the Library. If the main Library parking lot is full (this is possible on Saturday afternoon), look for signs pointing towards overflow parking areas.
ALA Names Two ACL Members Emerging Leaders:
YALSA, the young adult librarians' division of ALA, also named an ACL member as their Emerging Leader - Kayla Marie Figard: www.ala.org/news/press-releases/2015/11/yalsa-announces-kayla-marie-figard-its-2016-emerging-leader . Kayla is an ACL Dorothy Helfeld fellow, and works as a teen specialist at the Belmont library.
Shusterman Wins National Book Award:
SLJ Names Best Books of 2015:
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New York Times Names Notable Children's Books:
Best Multicultural Books:
Grammy Nominees for Best Children's Album:
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This month's column is somewhat out of the ordinary; usually we offer outlines of craft and game programs based on a theme. But this month, we want to celebrate a new programming idea that should be on every public library's agenda for 2016 - 1,000 Books Before Kindergarten.
There is a plethora of data showing that a child who is read to on a regular basis enters kindergarten with the emergent literacy skills necessary to learn to read. Those children who haven't been read to have a much more difficult time learning how to read, which of course makes school a challenge, and remedial reading efforts take up a large part of a school district's budget.
A recent study demonstrated that a child who is read to has a much larger vocabulary than a child who hasn't been read to often. Nicknamed “the Word Gap,” a child's economic status has a great deal to do with how many words the child knows. But reading to a child who is in a lower income bracket can level the playing field (www.naeyc.org/tyc/article/the-word-gap
For a century, library storytimes have helped children learn to love books and reading, and helped preschoolers gain skills and increase their vocabularies so they will be ready for kindergarten. This includes the many children who come from households that speak English as a second language -library storytimes help them acquire English skills and well as emergent literacy skills.
One way to extend the benefits of library storytime is to encourage reading at home. Librarians are doing this with a new reading incentive program called 1,000 Books before Kindergarten. In some ways, it is like a summer reading program for preschoolers, but it is offered all year long. The parent or caregiver and child pick up a reading log from the library, and keep track of the books they read at home. The concept is to insure that children have had 1,000 books read to each of them by the time they enter kindergarten, so they are ready to learn to read.
For this program, the rewards can be very simple, such as a sticker for every 100 books read. Some libraries have received grants, so they can give one new paperback picture book for every 100 books read, or a canvas book bag after the first 100 books read, as an incentive to continue. What is just as valuable as a sticker or a book bag is a diploma given to celebrate the completion of the program, which a child can show to his or her kindergarten teacher the first week of class.
When families join this program, it offers an opportunity to talk to the adults about reading to their children. You can suggest books to read based on the child's age and interests. Remind parents that they can re-read a favorite book and mark it on the log more than once. As mentioned above, there is abundant data that confirms that a young child who is read to often before they begin kindergarten will be ready to learn to read due to the many preliteracy skills obtained by being read to as a toddler or preschooler. So this program can be vital in a child's preparation for school
Of course, there is the added bonus that the 1,000 Books before Kindergarten program will increase library circulation, add more card holders, and increase library use in general. And library staff members have noticed the program doesn't take that much work compared to other types of programming; many have compared it to passive craft programs where we offer the materials but the family really does most of the program. Since it is an open-ended, self-paced program, very little staff time is needed.
For more information about offering this program, check out these resources:
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Hurd, Thacher. The Pea Patch Jig. Creston Books, 1986/2015. [32p.]. $16.95. ISBN 978-1-939547-21-7.
Hurd's joyous, deeply colored watercolor and ink cartoonish illustrations feature mice characters in human dress, similar to many of his other books such as Mama Don't Allow (1984) and Mystery on the Docks (1983). There is a looseness to the drawings, that combine with the deep colors to depict a warm, homey atmosphere that suits the story well. Libraries will want to purchase this reissue to replace old worn copies of this popular book by a Bay Area author.
Weiner, Stephen. 101 Outstanding Graphic Novels: Third Edition. Nantier, Beall, Minoustchine, 2015. 80p. $15.99. ISBN 978-1-56163-944-1.
Aside from the brief intro and history sections, Weiner's book consists of one-paragraph descriptions of his choices for the best and most influential graphic novels. There is a thumbnail b&w photo of each selection's cover along with bibliographic information and price. All are still available "in print,v or new, except the brief section of "out of print" books at the end, which could be purchased used. So librarians can use this for collection development as well as for readers' advisory.
Most of the entries are books intended for older teens and adults, although there are a few selections for children. These include Jennifer Holm's "Babymouse" series, and Raina Telegeier's Smile. But the majority of titles will be found in the adult or teen graphic novels section of most libraries. There are no age or grade designations for each entry; only by reading the annotation can one gauge if a book is for children. Weiner includes many classics that all libraries offer - Maus by Art Spiegelman, comic book collections, award winners, and a few manga series. This book offers libraries a chance to see if they need replacement copies of these classics. For more information, check out the publisher's website: www.nbmpub.com .
Penny Peck, San Jose State Univ. iSchool
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Braun, Sebastien. Jingle! Jingle! Can You Say It, Too? Nosy Crow, 2015. 10p. $8.99. ISBN 978-0-7636-8002-2.
Green, Rod. Emergency Vehicles. Illus. by Stephen Biesty. Templar/Candlewick, 2015. 16p. $15.99. ISBN 978-0-7636-7959-0.
Hacohen, Dean, and Sherry Scharschmidt. Who's Hungry? Candlewick, 2015. 22p. $9.99. ISBN 978-0-7636-6586-9.
Hamilton, Libby. The Ultimate Pirate Handbook. Illus. by Mathieu Leyssenne and Jason Kraft. Templar/Candlewick, 2015. 18p. $19.99. ISBN 978-0-7636-7963-7.
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Where we can get to know California authors and illustrators of books for children and teens.
This issue, author Matilde Hollander was kind enough to do an interview by email.
Hollander, Matilde. My Five Senses: Second Edition. Photos by Israel Gonzalez. Bilingual Books, 2015. 38p. $14.99. ISBN 978-0-692-35851-1.
My inspiration was in base that we live in a very diverse community, as formal bilingual teacher from South America, Chile, I see a great need for Foreign Languages; it should truly begin at an early age. According to research, the best time to learn a foreign language is when children are very young. Moreover, when foreign parents come to this country for the first time and want to help their children with their literacy and they get to see their very own language they feel that everything is more relevant to them and their daily-school life, parents learn the English language and they are able and proud to maintain their "very own primary language."
I was choosing languages according to the demographics. I am constantly visiting schools and sometimes I work as an interpreter and a translator for the districts. Besides that, some friends were motivating me to serve better the community by giving me hints like, "I should make an impact" by communicating with parents and children.I must also add that I created and I am able to provide, bilingual materials like a useful Flip Book for parents, teachers, and children. Award winner tool in the level of communication. I was actually lucky to get small grant from OLC=Oakland Literacy Coalition, (seed grant), which is now in various languages. Doing good is my motto.
We can foster the love for science by applying "hands in activities." I find that when children become engaged they are using their FIVE SENSES. We as teachers must do "engagement at all time" = See say and do = Ver , decirlo y hacerlo.
When I get to read my book, I actually demonstrate the fact; I get to show large posters with nose, mouth, ears, hands, eyes. I also say to the students:
Full color pictures were taken after we realized that drawing pictures representing diversity is not really reflected in the drawing. It is more real and pretty to actually have real pictures of my students in it. To me it represents what we really are. Everyone should have access to multicultural representation - in books especially. It brings joy and happiness. It is a picture of what we actually are! The text was written, then we applied the pictures.
The children I normally teach are always ready to learn, believe or not! They are waiting for me, sitting in a circle and sometimes singing bilingual songs such as "Buenos Dias amigos" = Good morning my friends. I teach 1/2 hour per class. Children get to participate "fully." They are engaged at all times. I use TPR = Total Physical Response methodology. The use of the Five SENSES. It is easy because parents want their children to be exposed to "Foreign Languages" at an Early Age, especially in private schools. Some of my students speak three or four languages. They are from Europe, or the Middle East, Centro America etc.
My classes begin at two-years-old level. It is truly fun for them and also for me. Moreover the teachers are observing me at all times and learning as well.
Foreign language in the United States doesn't usually begin until children get to middle school. This is wrong, children should be exposed to foreign languages at a very early age.
As a child my father used to read to us, Cinderella, The Cat with Red Boots, Pinocchio, Snow White, and other classic stories like The Prince and the Beggar and El Capitan- the captain, stories of a wonderful dog. We were five children, always listening to his stories while my mother was preparing the meals or sewing.
Yes, I did a Volunteer week assignment through the Oakland Literacy Coalition, story time during Latino week at various schools at Oakland district, every classroom got my FIVE SENSES book, donated. I must say, The Golden State Warriors were terrific partners. They invited students to read at the front of the class. We enjoyed every minute. We have lots of fun reading together from my book! I felt so happy and proud of serving those children, who are eager to learn. I just now hope we can do it again! I also worked closely with Oakland Literacy Coalition, reading at various libraries during the year. They took pictures and some video of the various presentations.
The librarians talk to each other in meetings. I get calls quite often. The San Leandro Library has teachers reading in Chinese, Russian and Spanish - Foreign Languages are in demand! People can email me at:
Yes, when I began small children wanted to take home some of the teaching materials I present with, because they are funny, colorful and pretty etc. My inclination is to give them out. Now, I say "this is for teaching only, I must place it back in my bag, so I can use them again.” I was constantly making more teaching materials. I feel that my focus should be in my next book - Following Directions.
I was at the Berkeley Book Festival June 6 and 7, 2015, and I presented at the main Berkeley library. I had the help of some teachers from other countries, like Russian and the Middle East reading in a well synchronized manner, three or four of us, from my book THE FIVE SENSES. It was fun! I got some pictures and a nice positive review from this experience.
Yes, I have already written Following Directions in Spanish and English, it is my goal to put in as many languages as I can. Perhaps the same number of languages or more?
Yes, thank you for saying that - I like to see language acquisition at an early age. We must start a campaign. It should begin at least at the preschool level. I recently visited a small store in Berkeley, and I had the opportunity to speak to a young woman 22 years old, from the south, she was a minority and I couldn't believe that she spoke my language well, just with a little cute accent. When I asked her how did you learn my language, she responded "my mother placed me in a preschool where my teacher spoke to me in Spanish, Head Start, I was there the according to my mom, from the age of 2 to 5 years old."
Then language is power, knowledge, peace, friendship, fellowship. It is a real necessity to speak a second language; it is like art and music in today's busy life, because languages support what we are. In our large, diverse community the acquisition of languages impact dramatically in our education, especially today, now in the digital age.
Thanks to Ms. Hollander for this insightful interview!
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Submitted by : Penny Peck
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