LBSCI 737 – Off The Shelves Reflection

I-Will-Love-You-Anyway

Inkpen, M., & Inkpen, C. (2016). I will love you anyway. New York, NY: Aladdin. 32 pages. ISBN: 9781481470995

I did my Off The Shelves presentation on Week 13 (5/11/17). The story I read was I Will Love You Anyway by Mick Inkpen and illustrated by Chloe Inkpen. This book is intended for children ages 4-6 years old.

This was my third time doing a read aloud (once last semester and once in a program at the library I work for). The biggest takeaway I have is that I need to slow down. I read a bit too fast, which I tend to do often. It’s something that I am already aware of and was a common comment from my classmates. I did read loud and clear, and altered my tone to emphasize highs and lows in the story. However, I need to give my audience time to savor those high and low moments in the story. I was a bit stiff, mainly because of nerves, so I need to work on moving around a bit more, particularly when there is a large group to ensure that all can see the pictures. Though I feel the comfort aspect will come with time and practice.

It appeared while I was reading that my classmates were enjoying the story (lots of ‘awws’) and I’m really glad they did because I enjoy this story very much! If we feel bored by a book, then children might also. It makes for a more fun and engaging story times when we enjoy the story as much as our audience!

Thank you to my classmates for their thoughtful feedback!

I don’t do ‘sit!’

I don’t do ‘stay!’

But I will love you anyway.

LBSCI 737 – Week 13 (5/11)

Smile GN

Bibliographic information: Telgemeier, R. (2010). Smile (1st ed.). New York, NY: Graphix. ISBN: 9780545132053

Reading/grade level: 5th grade

Genre: graphic novel, comic book, autobiography,

Summary:  Sixth grader Raina has a freak accident and ends up injuring her mouth, losing her two front teeth. She needs extensive dental work, including braces and headgear, to fix her mouth. In addition to the dental disaster, she experiences an earthquake, puberty, boys, and some not so good friends along the way. By the end of the novel, Raina has finished middle school and started high school. Eventually Raina decides to not let things on the outside effect how she feels inside and stands up to her disrespectful friends.

Reviews: Obtained from the Children’s Literature Comprehensive Database (CLCD)

  1. Kirkus (Kirkus Reviews, January 1, 2010 (Vol. 78, No. 1))
    Telgemeier has created an utterly charming graphic memoir of tooth trauma, first crushes and fickle friends, sweetly reminiscent of Judy Blume’s work. One night, Raina trips and falls after a Girl Scout meeting, knocking out her two front teeth. This leads to years of painful surgeries, braces, agonizing root canals and other oral atrocities. Her friends offer little solace through this trying ordeal, spending more of their time teasing than comforting her. After years of these girls’ constant belittling, Raina branches out and finds her own voice and a new group of friends. Young girls will relate to her story, and her friend-angst is palpable. Readers should not overlook this seemingly simply drawn work; the strong writing and emotionally expressive characters add an unexpected layer of depth. As an afterword, the author includes a photo of her smiling, showing off the results of all of the years of pain she endured. Irresistible, funny and touching—a must read for all teenage girls, whether en-braced or not. 2010, Graphix/Scholastic, 224p, $21.99. Category: Graphic memoir. Ages 12 up. © 2010 Kirkus Reviews/VNU eMedia, Inc. All rights reserved.
    (PUBLISHER: Graphix (New York:), PUBLISHED: 2010.)
  2. Francisca Goldsmith (Booklist, Dec. 15, 2009 (Vol. 106, No. 8) )
    The dental case that Telgemeier documents in this graphic memoir was extreme: a random accident led to front tooth loss when she was 12, and over the next several years, she suffered through surgery, implants, headgear, false teeth, and a rearrangement of her remaining incisors. Accompanying the physical treatment came social rough spots with friends, while puberty delivered another set of curveballs with crushes, maturing bodies, and changing family expectations and judgments. Both adults and kids including various dental professionals and younger siblings are vividly and rapidly portrayed, giving quick access to the memoirist s world. Telgemeier s storytelling and full-color cartoony images form a story that will cheer and inspire any middle-schooler dealing with orthodontia. At the same time, she shows how her early career choice as an animator took root during this difficult period offering yet another gentle reminder that things have turned out fine for the author and can for her reader as well. Grades 5-8
    (PUBLISHER: Graphix (New York:), PUBLISHED: 2010.)

Awards: 2011 Will Eisner winner, Boston Globe Horn Book Honor for Nonfiction, 2013 Intermediate Young Reader’s Choice Award from Washington,  2013 Rebecca Caudill Young Reader’s Book Award from Illinois, 2014 Nevada Young Reader Award

Read Alikes: Sisters by Raina Telgemeier, Roller Girl by Victoria Jamieson, The Baby-Sitters Club by Ann M. Martin and Raina Telgemeier, El Deafo by CeCe Bell

Why I decided that this comic will appeal to children up to grade 6:

I feel that this story will be very relatable for older elementary school children to read before they enter middle school or junior high school. It covers a number of things that all people go through such as puberty and body changes. Dealing with changes in friends and friendships, making new friends, sometimes having to say goodbye to old friends. Also, a large percentage of children under the age of 18 wear or have worn braces or have had some orthodontic work. Telgemeier’s illustrations are very well done, full of detail and color, and her language is humorous and flows well from panel to panel. The story feels real with it’s highs and lows, just like in real life, we have good times and bad.

Book Trailer from Scholastic:

LBSCI 737 – Week 12 (5/4)

 

Oberlies, Mary K. “Techniques for Finding and Evaluating Great Library Apps.” Online        Searcher 39, no. 2 (Mar, 2015): 50-53. http://queens.ezproxy.cuny.edu:2048/login?    url=http://search.proquest.com.queens.ezproxy.cuny.edu:2048/docview/1691942105?  accountid=13379.

The article Techniques for Finding and Evaluating Great Library Apps by Mary Oberlies is beneficial for librarians because she has already done a large amount of grunt work by spending 6 months looking into and evaluating hundreds of apps. In this article she details her process for finding, testing and evaluating. It’s broken up into sections: Selectivity in recommending apps, Categories of Apps, Performance measurement, and Keeping up with apps. This article, and others like it, are helpful for librarians to understand the process to finding and evaluating apps that will benefit their patrons or students.

Reading these articles, doing it yourself, finding review websites like Children’s Technology Review Exchange, and reading app specific reviews from SLJ  will assist librarians in making choices to use in their library or to recommend to students or patrons. The Smart Apps For Kids website was nice, however I did not like that there was no traditional search bar, that you had comb through their categories to find things, or use the Google-powered search bar that led to pop ups. In addition to SLJ, the Horn Book app reviews seemed to be of good quality and organization. I think that most librarians would find this to be one of the more reliable sites because of their professional book reviews.

LBSCI 737 – Week 11 (4/27) – Diversity

Co-written by Amanda B and Patrick.

How Does a Diverse Collection Support Your Young Patrons?

      It’s important to have a diverse collection to support young patrons so that they have access to a number of resources for learning and for pleasure. As librarians, we want to make sure that we have a collection that contains a variety of materials on a number of subjects from a number of perspectives so that patrons can come to an understanding of the information. Reading or listening to stories is how people make sense of the world. Stories are told in all cultures. “Stories help children understand how society perceives their culture as well as the cultures of their classmates, teachers, caregivers, and others, thereby influencing their social and identity development” (Naidoo, 2014).

     According to the IFLA/UNESCO Multicultural Library Manifesto, there are principles that libraries should adopt when addressing diverse collections. One principle is to provide information in appropriate languages and another is to give access to a broad range of materials and services reflecting all communities and needs. A diverse library collection provides an excellent learning experience which is especially important for young patrons. The presence of a diverse collection in libraries can influence the way children view themselves and learn about the world. Collections that can accurately depict different cultures and languages provides a positive learning experience for a child allowing them to understand and appreciate the culture of others who are like them. If this kind of material is depicted in a negative or stereotypical way then children will think poorly of these cultures and themselves. If diverse collections don’t exist at all, then children will think that these cultures aren’t important enough to be included in libraries.

    Particularly in the United States, and even more so in the “melting pot” that is New York, we need materials to appeal to a variety of cultures. We also need materials to support diverse languages. “Children use expressive media such as books to understand the world around them” (Naidoo, 2014). Children, and people in general, want to find and make connections. These connections cannot be made if the library’s collection only has books on particular subjects, or with certain characters, or written by certain authors.

    The Cooperative Children’s Book Center (CCBC) only started keeping track of books written and/or illustrated by diverse authors in 1985. Unfortunately the number of African Americans, Latinos, Asian/Pacific, and Native Americans writing, illustrating, or appearing in books, is low. “What the low numbers for multicultural literature mean is that publishing for children and teens has a long way to go before reflecting the rich diversity of perspectives and experiences within and across race and culture” (Publishing Statistics). There is still a long way to go in the world of publishing to print more diverse books to be available on a large scale.


References

Anonymous. (2012). The Multicultural Library – a gateway to a cultural diverse society in dialogue. IFLA/UNESCO Multicultural Library Manifesto. Available at https://www.ifla.org/files/assets/library-services-to-multicultural-populations/publications/multicultural_library_manifesto-en.pdf

Naidoo, J. C. (2014). The importance of diversity in library programs and material collections for children. Association for Library Service to Children, American Library Association.

Publishing Statistics on Children’s Books about People of Color and First/Native Nations and by People of Color and First/Native Nations Authors and Illustrators. https://ccbc.education.wisc.edu/books/pcstats.asp

LBSCI 737 – Week 11 (4/27)

Book Review #3

The_Giving_Tree

The Giving Tree by Shel Silverstein

The Giving Tree was published in 1964. In 1988, it was banned from a Colorado public library. It was banned because it was deemed sexist. The depiction of the relationship between the characters, a boy and the tree (which is female) has been criticized. The boy just takes from the tree, while the tree happily obliges the boy. It is an unfair relationship, one that can be considered to depict abuse. The boy goes to the tree even as he grows older just when he wants something from the tree. The boy does nothing nice for the tree, just takes everything from her, until she is nothing more than a stump to sit on. Some may also say that the book encourages selfishness or narcissism and co-dependency. In my opinion, the book is more about teaching children not to be greedy, and to have a good relationship with another living thing requires respect. There must be give and take, you cannot expect to be given everything if you give nothing in return. “Silverstein was continually asked to defend the book, and this seems to have sapped his energy. “It’s just a relationship between two people; one gives and the other takes,” he would often repeat” (Margalit, 2014). The tree can represent a parent or another person, or nature itself, and in that regard I would say that this book sends the message to not take advantage of them. The Giving Tree is a book that, regardless of how you interpret it, it should be a part of library collections.

* I should note, that I found it interesting that the library I work at has this shelved as J Fic (juvenile fiction) rather than as a J Pic (picture book). I noticed that other libraries in Suffolk County have it as JP or J Pic or J Picture.


References

Margalit, R. (2014, November 05). “The Giving Tree” at Fifty: Sadder Than I Remembered.        Retrieved April 10, 2017, from http://www.newyorker.com/books/page-turner/giving-        tree-50-sadder-remembered

LBSCI 737 – Week 10 (4/6)

Non-fiction: Narrative and informational texts

The Sibert Medal is “awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the United States in English during the preceding year” (ALA).

“The annual NSTA Awards and Recognition Program recognizes exceptional and innovative science educators. The NSTA Awards and Recognition were created in 1973 to raise awareness and exposure of the outstanding work being done in the science education field” (NSTA)/.


2012 Robert F. Sibert Medal winner: Balloons over Broadway:  The True Story of the Puppeteer of Macy’s Parade by Melissa Sweet. ISBN: 9780547199450. 40 pages.

baloons over broadway.jpg

Balloons Over Broadway is a nonfiction picture book that uses a variety of materials to make a mixed media collage of pictures to tell the story of Tony Sarg, the original puppeteer of the Macy’s Thanksgiving Day Parade. The author and illustrator used toys, watercolor, fabrics, paper-mache and more to create the illustrations. She even included a few of Tony Sarg’s own illustrations. The text varies in size and font and is placed in different areas on different pages. There is an intro before the story and after the story, there is an author’s note, information about the art, and a list of sources used.


2016 NSTA Award Winner: Bilby: Secrets of an Australian Marsupial by Edel Wignell. ISBN: 9780763667597. 22 pages.

Bilby.jpg

Bilby is also a nonfiction picture book, however where Balloons Over Broadway was found in my library under biographies (JB), Bilby was found under it’s Dewey number (J599.27). On most of the pages, the artwork spans one spread of pages. The text is written both like a story and with facts. For every few lines or paragraph of story, beneath it, written in italics is brief factual information. There is an introduction about Bilbies before the story starts, and in the back is an index with key subjects and their corresponding pages (for example, ears is on pages 3 and 9). 


For a list of NSTA books over the years, click here

For a list of Sibert winners and honorees, click here

LBSCI 737 – Week 9 (3/30) – Post 2

Co-written by: Amanda B and Amanda P

The criteria for the Newbery Medal is as follows:

  1. In identifying “distinguished contribution to American literature,” defined as text, in a book for children,
  2. Committee members need to consider the following:
  • Interpretation of the theme or concept
  • Presentation of information including accuracy, clarity, and organization
  • Development of a plot
  • Delineation of characters
  • Delineation of a setting
  • Appropriateness of style.

Note: Because the literary qualities to be considered will vary depending on content, the committee need not expect to find excellence in each of the named elements. The book should, however, have distinguished qualities in all of the elements pertinent to it.

b. Committee members must consider excellence of presentation for a child audience.

  1. Each book is to be considered as a contribution to American literature. The committee is to make its decision primarily on the text. Other components of a book, such as illustrations, overall design of the book, etc., may be considered when they make the book less effective.
  2. The book must be a self-contained entity, not dependent on other media (i.e., sound or film equipment) for its enjoyment.

Note: The committee should keep in mind that the award is for literary quality and quality presentation for children. The award is not for didactic content or popularity.

          We feel that one reason for books in the category of fantasy and science fiction are not receiving the Newbery Medal Award might be because these books appeal more to children and children aren’t choosing the awardees, adults are. Adults are nominating and voting on what they think is best, rather than looking at statistics or simply asking children. This does not mean that the Newbery Medal winners are without merit. The winners are chosen because of their literary merit. Unfortunately, science fiction and fantasy are not usually considered “literary”. Although the criteria listed by the committee on their website does not discriminate genre, it might be the committee itself that discriminates. The winners were chosen because they teach children valuable lessons on culture, empathy, and the human spirit. They are also, more often than not, fiction books that take place in real world, historical or contemporary settings. Science fiction and fantasy books do make appearances, but they are few and far in between. This could be because adults often find these two genres too fanciful, even if they deal with the same subjects that fiction books address, despite the appeal to children. Another reason can be because adults want children reading books that reflect real life so that they can learn and grow. While fantasy and science fiction books provide pleasure for readers, they often do not teach them something that emulates the real world. Or at least, that is what most adults feel.

LBSCI 737 – Week 9 (3/30) – Post 3

Podcasts

podcasts011

I listened to podcasts from The Horn Book, Publishers Weekly, Scholastic, and Kids’ Comics Revolution. The Horn Book podcast felt very unorganized and the recordings covered a lot of different topics. I found there were not too many book reviews. The  Publishers Weekly podcasts included a lot of author interviews and book talks, and are done by the reviews editor. Scholastic also had a lot of author interviews done in their podcasts, talking about newly published books, done by the editor-at-large. Kids Comics Revolution podcasts were not consistently done, and seems like they only did a couple per year and not any since 2015 (at least according to their website). These podcasts were longer than the others, averaging an hour, where the others were around a half hour each. This one was unique, not only because it only covered comics, graphic novels, and cartoons, but they had children special guest on the podcasts to review materials.

I feel like of these different podcasts, I would mostly use the Scholastic and Publishers Weekly ones for book reviews and as another way to do collection selection and development. Since Scholastic and Publishers Weekly have authors on their podcasts and talk about new books, it is a good compliment to professional reviews. Hearing from the author themselves, and the meaning or process behind writing the book can give a new perspective and understanding of the text and or illustrations. They were also an average of 30 minutes long, which was a reasonable amount of time to listen to them. Since librarians wear many hats, anything longer than that, I feel like would be difficult when you have a lot of other work to do.


References

Horn Book

Kids’ Comics Revolution

Publishers Weekly

Scholastic

LBSCI 737 – Week 9 (3/30) – Post 1

Book Review

url

Applegate, K. (2014). The one and only Ivan. Livonia, MI: Seedlings. ISBN: 9780061992254

Available in hard cover, paperback, eBook, and audiobook. Recommended for ages 8-12.

This fictional book is inspired by a true story and is told from the perspective of a silverback gorilla named Ivan. Ivan lives in a mall, along with an older elephant named Stella, and is friends with a stray dog that comes in named Bob. Where most animals provide entertainment, Ivan creates artwork, he loves to draw. One day a baby elephant named Ruby joins them at the Exit 8 Big Top Mall. Not long after her arrival, Stella dies and her last request is that Ivan frees Ruby. The text is written like poetry, with short lines broken up and flowing across the pages. The lines are short, yet full of detail. The page count is over 300, however because of the way it is written, it is not intimidating, making it a good suggestion for a variety of readers. The imagery is richly described in Ivan’s words, and small illustrations are sprinkled throughout the book. The story is saddening, humorous, heartwarming and inspiring. Great to read in any format, and great for read aloud or book discussions. It won the Newbery Medal in 2013.

LBSCI 737 – Week 8 (3/23)

Historical Fiction / Folktales & Traditional Literature

The Town Musicians of Bremen/The Bremen Town Musicians /The Musicians of Bremen Town

A fairy tale originally credited to the Brothers Grimm, it has been adapted and recreated a number of times. In the Aarne-Thompson classification, it is a folk tale of type 130: “outcast animals find a new home”. This story is both a cumulative tale, these are “very repetitive with a reiteration of story details or refrains over and over again” and a beast tale, “where animals act and talk like humans” (Vardell, p. 88 2014). 

9372243._UX200_

Version 1: Plume, I., Grimm, J., & Grimm, W. (1980). The Bremen-town musicians. Garden City, NY: Doubleday. ISBN: 0385151616

The characters in the story are both people and animals. The main characters are the animals; a donkey, a dog, a cat, and a rooster. The plot of the story is that each of the animals has been kicked out of their homes or were threatened to be killed by their masters because they are too old and are of no use anymore. The donkey is the first animal to tell its tale of woe and decides to leave its master to become a musician in the town of Bremen. On the donkey’s journey to Bremen, he comes across the dog, then they come across the cat, and then the rooster. They travel together until they find a house that has robbers in it. They scare away the robbers with their singing and decide they won’t go to Bremen, and live in the house in the forest and make music there. The illustrations are made up of muted colors, there’s a variety of colors but they are not bold or pop out. The layout of the book has all the words on the left page of a spread and the picture on the right page. The very last page is mostly words and a couple of small pictures. I would recommend this for grades 1-3. Penguin-Random House recommends for ages 3-7 years old.

9780590447966

Version 2: Wilhelm, H. (1992). The Bremen town musicians. New York: Scholastic Inc.     ISBN: 0590447955

In this version there is also a donkey, a dog, a cat, and a rooster. It also follows the same sequence as the previously mentioned version (first the donkey then the dog then the cat then the rooster). The illustrations are more cartoon-ish than the previous version. There are a lot of colors used and they are bright. The lines used are soft. The illustrations take up a majority of each page. The robbers at the end are also made up of the owners that were going to do away with the animals of the story. The text does not say this, only the pictures show this. The layout of this had words and pictures on all pages. The text is also a bold, larger style font, making it easy to read. I would recommend this for grades 1-3. According to a Publisher’s Weekly review I found, they recommend this for ages 5-8.

51DwKhsRKFL._SY344_BO1,204,203,200_

Version 3: Rao, S., & Vyam, D. (2008). The old animals forest band. Chennai: Tara Pub.   ISBN: 9788186211458

In this version, the characters are changed up a little. There is a dog, a cow, a donkey, and a rooster. For this one, the dog is the first character we come across and leads the band of animals. This is an Indian version of the Grimm’s tale. The illustrations are done by a Gond tribal artist and give it a unique look compared to other versions. In this one, the animals don’t go to Bremen, but decide to go to the forest outside the village they live in. The illustrations in this version are very unique since it is not in the traditional European style or more common (to us) American style. The pictures use a lot of lines and shapes and shading. Not too many colors are used, different shades of green, blue, brown, and yellow mostly; a little red and orange. Before knowing this was an Indian version of the story, based off the cover I guessed it was a tribal version. The title is worded differently compared to the previous versions (and others that I saw) and the illustrations are not what I’m used to seeing in children’s picturebooks. This version does not give a specific  location for a setting, it just says a village. Whereas the first two specifically say that the animals are going to Bremen, which if you look up (or already know) the location of, it is in Germany. I would recommend this for grades 4-6. A Kirkus review I found recommends this for ages 3-7.


I don’t think any of these would necessarily be appropriate for younger than kindergarten or age 5. I feel that the story would go over their heads, and the animals being threatened with death, being shot, drowned, or cooked, might frighten many of them. The only version of these that has a positive message ending (they all end positively as the animals live happily ever after) is the Indian version I found. It turns out that the hut the animals found the thieves in had gold and jewels that belonged to the village people, including their owners, who once they came to see what the noise was about were proud of their animals. Though the animals told them to go away. They were so quick to get rid of them earlier in the story, why did they care now? A number of messages can be found in any version, being that the story is a folktale, and it can be used in different ways. You could also do a lesson with students going over 2 or 3 versions and asking them to compare and contrast what they see in the story. These would be best read aloud to children, rather than them read to themselves, to really hear and feel the rhythm of the story. Children will also enjoy the patterns and repetition of the brief journey the animals have as they come together.


References

Vardell, S. M. (2014). Children’s literature in action: a librarian’s guide. Santa Barbara, CA: Libraries Unlimited, An Imprint of ABC-CLIO, LLC.