in all blogs
Viewing: Blog Posts from the Industry category, Most Recent at Top [Help]
Results 26 - 50 of 129,011
By: Ellie Gregory,
(Login to Add to MyJacketFlap
, Online products
, Sports & Games
, american national biography online
, Guinness Book of Records
, Guinness World Records
, onle products
, oxford dictionary of national biography
, popular culture
, who's who
, world facts
, world record holders
, World records
, Add a tag
On 27 August 1955, the first edition of the Guinness Book of Records–now Guinness World Records, was published. Through listing world records of both human achievements and of the natural world, what started as a reference book became an international franchise, gaining popular interest around the globe. In celebration of this anniversary of weird and wonderful world records, we’ve selected a few favourites from talented individuals featured in our online products.
The post 60 years of Guinness World Records appeared first on OUPblog.
I’ve been blogging for YALSA for almost year. Crazy to think I’m starting my second year of graduate school. Those job descriptions that come into my email box seem a little more real, and a little more attainable.
What makes me so excited about heading into the professional world of librarianship is when I get the chance to interact with other librarians, librarians that have experience and insight, insight that I hope to one day have. While I know they, technically, are my colleagues, I still feel a little out of their league. However, that doesn’t stop me from soaking up as much knowledge from them as I can.
I got an opportunity to meet a handful of other librarians (and YALSA) bloggers last week. Crystle, our blog manager, had arranged some Google Hangouts as a way for us bloggers to meet each other. I logged on Monday night, not quite sure what to expect.
Our hangout also had another purpose than simply seeing each other on our screens — we were discussing The Future of Library Services for and with Teens: A Call to Action. It was a report that resonated with me; many of the ideas proposed are ones that are in line with the readings I had done for my community engagement class this spring, along with the work I did with elementary students last year. I have found that if you let the interests and passion of the people you’re working with guide action, then we are setting ourselves up for success.
As we walked through the first few sections of the report, I was content to just listen to the librarians, who spoke about previous experiences with teens. I felt lucky to be a part of a conversation where I heard about the reality of things in library land; while we want to always think that reports and theory are accurate, we know that at the end of the day, real life isn’t as set in stone or black and white. It felt like I was getting a peak into what my job might be like in a year and frankly, it was incredibly inspiring and exciting. I wished we were all sitting around a table at a coffeeshop, where we had more time to share experiences and talk through new ideas.
This hangout reminded me the power of networking. While I didn’t speak much, I was still a part of this conversation. I was learning and processing and thinking about the ways in which these ideas could be put into place in my own practice as a librarian. I look forward to another year of YALSA blogging and navigating my way through teen librarianship.
Goodbye Summer Reading! Hello School Time!
My cape is tucked away and our library super hero readers are almost off to school!
Laura Purdie Salas’s poem captures the summer reading theme of “Every Hero Has a Story” with imagination and books just as our super readers return to class.
Her cape is sewn from favorite pages
He battles bullies, beasts, and crooks
Their weapon is another world–
the world they choose–
inside of books
—Laura Purdie Salas, all rights reserved
I picture students just like Salas’s poem with flying capes made out of book pages, backpacks filled with school supplies and lunches ready to eat.
School supplies ready! photo by Paige Bentley-Flannery
Let’s start off the school year with some poetry noise. From Messing Around on the Monkey Bars: and Other School Poems for Two Voices by Betsty Franco to Shout!: Little Poems that Roar by Brod Bagert. Sharing school poems is the perfect way to start the school year out.
Favorite school poetry books created on Riffle.
School Poetry Activities:
- Listen to Amy Ludwig VanDerwater’s poem, “New School New Year.” After record your own. Start out with the same word, “School.” Have everyone say it together, “SCHOOL!” Then go around the classroom and have the whole classroom share one word. Maybe it’s their favorite subject in school, maybe it’s what school smells like or maybe it’s a favorite time like recess. Go around the classroom having each student share one word then again faster and louder. End the poem with everyone saying the word “school” together.
- Create a School Poetry Display with your favorite school poems and school supplies. (If you have a school poetry display already created please share in the comments below.)
- Attach a long piece of butcher paper in the shape of pencil on the back of a classroom or library door. Invite students throughout the day to write what the pencil might say if it could talk. Then read the poem, “Things To Do If You are a Pencil” by Elaine Magilano.
- Write a school bus concrete poem or shape poem-Draw a HUGE school bus, add school bus noises and things students might say on the way to school.
- Write a separate poem on “How are you getting to school?” Read “The Very First Day of School” by Deborah Ruddell. Have the students use their imagination and create their own vehicle or way to get to school. Examples: Flying chair, jumping shoes, rainbow wings…
- Find an unusual object in the classroom and write a concrete poem. Stuffed hedgehog, cuckoo clock on the wall, pink velvet chair—what unusual object do you see in the classroom? Describe it! Use butcher paper, crayons, pencils, markers and make it BIG or use colorful sticky notes and make a tiny concrete poem. Display them around the room.
- Write a list poem about what the desk, chair or chalk board (smart board) are saying when children are in the room. One word after the other-Ouch! Thud! Write another poem about the same object but when the classroom is empty. What do they when everyone has gone home?
- Read “On Menu for School Today” by Rebecca Kai Doltish then write a quiet and LOUD poem about a pencil sharper and create new sounds! Thud! Clank! The first word is in lower case and is quiet and then the second word is in all caps and is LOUD. Continue with one quiet word and then one loud word.
- Act out “Kids Rule” by Brod Bagert. Everyone up! Tell everyone, we are going to do three things (hold up three fingers) and we are going to do those three things three times. The three things are Run, Chew and Read! (act out) Practice the three things. Run three times while saying run, run, run. Pretend to eat your lunch while saying chew, chew, chew. Hold up your hands like a book and read, read, read. At the end of the poem, have everyone shout out together, “Kids Learn!” “Kids Rule!” Ready?
Explore more school poems and poetry ideas with Laura Purdie Salas, Amy Ludwig VanDerwater and Betsy Franco.
photo by istockphoto and poem by Deborah Ruddell
Enjoy and share, “The Very First Day of School” by Deborah Ruddell. Check out her new book, The Popcorn Astronauts.
Paige Bentley-Flannery is a Community Librarian at Deschutes Public Library. For over fifteen years–from Seattle Art Museum to the New York Public Library to the Deschutes Public Library-Paige’s passion and creative style for art, poetry and literature have been combined with instructing, planning, and providing information. Paige is currently serving on the ALSC Notable Children’s Book Committee, 2015 – 2017. She is a former Chair of the ALSC Digital Content Task Force and member of the ALSC Great Websites Committee.
The post School Poems appeared first on ALSC Blog.
(Login to Add to MyJacketFlap
, Art & Architecture
, Arts & Humanities
, Psychology & Neuroscience
, abstract expressionism
, Albert Rothenberg
, art therapy
, artistic creativity
, Investigation of Scientific Creativity
, jackson pollock
, light from Wonder
, mental health
, mental illness
, Add a tag
I am constantly perplexed by the recurring tendency in western history to connect creativity with mental disability and illness. It cannot be denied that a number of well-known creative people, primarily in the arts, have been mentally ill—for example, Vincent Van Gogh, Virginia Woolf, Robert Schumann, Robert Lowell, and Sylvia Plath.
The post Creativity and mental health appeared first on OUPblog.
Our Red Light Green Light competition has been going on for weeks now, and it's finally come time to announce our winners! After voting closed on Monday night, we tallied the votes from our judges and you, our fabulous community, and pulled out our Top 10. The entries below had the highest score overall, and will all receive a critique from a published (or soon to be published) author, or an agent.
Check back next week to see each finalist's pitch and the first 100 words of their manuscript! And check back the week after that to find out who our overall winner and two runners up were! The runners up will be receiving critiques from some of the industry's most sought after agents, and our overall winner will receive a partial request from the amazing Ammi-Joan Paquette.
Congratulations to our finalists (in alphabetical order) below! Read more »
MAZE RUNNER: THE SCORCH TRIALS
20th Century Fox
In theaters September 18, 2015
The Maze was just the beginning!
See Maze Runner: The Scorch Trials in theaters September 18
In this next chapter of the epic “Maze Runner” saga, Thomas (Dylan O’Brien) and his fellow Gladers face their greatest challenge yet: searching for clues about the mysterious and powerful organization known as WCKD. Their journey takes them to the Scorch, a desolate landscape filled with unimaginable obstacles. Teaming up with resistance fighters, the Gladers take on WCKD’s vastly superior forces and uncover its shocking plans for them all.
Starring: Dylan O’Brien, Kaya Scodelario, Thomas Brodie-Sangster, Giancarlo Esposito, Aidan Gillen, Ki Hong Lee, Barry Pepper, Lili Taylor, and Patricia Clarkson
Screenplay By: T.S. Nowlin, based upon the novel “The Scorch Trials” by James Dashner
Directed By: Wes Ball
Visit all the MAZE RUNNER: THE SCORCH TRIALS websites - #ScorchTrials
Visit the Official Website
Like ‘Maze Runner: The Scorch Trials’ on Facebook
Follow on Twitter, Google+
One (1) winner receives:
$25 Visa to see the film in theaters
· Survival Notebook
Copy of the book (Movie Tie-In Cover)
Entering is simple, just fill out the entry form below. Winners will be announced on this site and in our monthly newsletter (sign up now!) within 30 days after the giveaway ends.
During each giveaway, we ask entrants a question pertaining to the book. Here is the question they'll be answering in the comments below for extra entries: Who is your favorie character?
*Click the Rafflecopter link to enter the giveaway*
a Rafflecopter giveawayRead More
MFA in Creative Writing and Literature
CONTACT: Emma Walton Hamilton
Stony Brook Southampton email@example.com
FOR IMMEDIATE RELEASE
2016 Children’s Literature Fellows Program
Now Accepting Applications from Aspiring Children’s Authors Worldwide
August, 2015. Southampton, NY. The Children’s Literature Fellows, a one-year graduate level certificate program sponsored by Stony Brook Southampton’s MFA in Creative Writing and Literature, is now accepting applications for 2016.
The year-long course of instruction—accomplished mostly in distance learning format—was developed by author and Children’s Literature Conference Director Emma Walton Hamilton, MFA in Creative Writing Director Julie Sheehan and YA author/faculty member Patricia McCormick to offer aspiring children’s and young adult authors a more affordable and flexible option than matriculation in a two- or three-year MFA program.
Because not all writers who want to complete projects have the time or the funds to complete a full degree program, the Children’s Literature Fellows do their work within a framework tailored to their needs. The program bears 16 graduate level credits, and is customized, affordable, comprehensive, and professionally useful. Twelve Fellows are accepted into the program per year. The Fellows work independently with award-winning, best-selling authors who serve as faculty mentors—such as Christopher Barton, Samantha Berger, Rachel Cohn, Donna Freitas, Cindy Kane, Megan McCafferty, Patricia McCormick, Margaret McMullan, Trica Rayburn, Amy Krouse Rosenthal, Tor Seidler, Amy Sklansky, Emma Walton Hamilton, Ann Whitford Paul and Maryrose Wood—in a highly individualized curriculum that is primarily accomplished from home.
Twice a year, the Fellows come together as a cohort: once in July during the annual Southampton Arts Writers Conference and a second time in January for a special Publishing and Editing Conference, during which they study with visiting faculty such as Libba Bray, Peter Lerangis, Grace Lin and Dan Yaccarino – and meet with editors, agents and other members of the publishing industry.
During their year, each Fellow completes either one publishable YA or middle grade manuscript, or, for chapter and picture book writers, three to four separate manuscripts.
“There are very few programs like this out there for aspiring children’s literature authors,” says Walton Hamilton. “But children’s literature and YA are among the strongest and fastest growing sectors of the publishing industry right now, so this is valuable for writers on a number of levels. And thanks to the program’s distance learning format, aspiring authors from all over the world are able to take advantage of what it offers. We have participants in California, Arizona, Texas, Philadelphia, Florida—even Australia.”
She adds that the few places where graduate level programs like this are offered tend to be remote, while Stony Brook Southampton, with its satellite campus in Manhattan, is near to the heart of the publishing industry in New York City, and therefore offers more opportunities than most. In addition, the publishing industry tends to be closed to writers not represented by agents. The Editing and Publishing Conference and the access it provides are a key part of the program.
Picture book author Julie Gribble, a 2013 Children’s Lit Fellow, says, “Being a Children’s Lit Fellow is like having a guided tour of a city you’d always wanted to explore—you learn so much more than you could traveling about on your own!”
“The Children’s Literature Fellowship was the best thing I’ve ever done for myself,” says Florida-based middle grade novelist Janas Byrd. “It is a one-on-one mentorship with award winning authors who are also brilliant teachers. As a middle school teacher and mother of two, time is a hot commodity. This fellowship allowed me the flexibility to write when it was most convenient for me. I finished and polished my novel in nine months, a feat that would not have been possible to accomplish on my own.”
Admission to the Children’s Lit Fellows program is highly selective, and the application process is now open and underway. The application deadline for 2016 is December 1, 2015.
For more information about the Stony Brook Southampton Children’s Literature Fellows program and the application process, go to http://childrenslitfellows.org or visit http://www.stonybrook.edu/mfa and click on Children’s Lit Fellows.
(Login to Add to MyJacketFlap
, Arts & Humanities
, Online products
, Grove Music Online
, instrument of the month
, steel band
, steel drum
, Trinidad and Tobago
, victoria davis
, Add a tag
The steel drum originated in the late 1930s on the island of Trinidad and was played as part of a steel band, a percussion ensemble contrived by lower-class rebellious teens. Learn more about the steel drum's complex history, development, and current form with our 10 fun facts.
The post Ten facts about the steel drum appeared first on OUPblog.
Welcome to Part 1 of our 3-part interview (we just couldn't stop chatting!) with Ashley Hope Perez, author of the forthcoming YA historical novel Out of Darkness, which is based on real-life events (and which we reviewed here).Not only was this a... Read the rest of this post
YALSA’s Cultural Competencies Task Force interviews Ady Huertas, Manager of the Pauline Foster Teen Center at San Diego Central Library. Ady has worked with teens for over a decade: from providing instruments and lessons for a library rock band, to providing free summer lunches, to organizing a thriving teen council, Ady continually strives to provide resources and services for teens. She currently leads and contributes to several projects serving Latino teens, such as the REFORMA Children in Crisis Task Force, and the California State Library/Southern California Library Cooperative STeP (Skills for Teen Parents) Project. This podcast gives an overview of how best to reach out and serve Latino teens and provides advice to librarians new to serving Latino young adults and their families.
REFORMA: The National Association to Promote Library & Information Services to Latinos and the Spanish Speaking: http://www.reforma.org/.
REFORMA Children in Crisis Project: http://refugeechildren.wix.com/refugee-children.
Webinar about the STeP Project: https://infopeople.org/civicrm/event/info?reset=1&id=485.
University of California, EAOP: http://www.eaop.org/.
National Council of La Raza: http://www.nclr.org/.
National Council of La Raza | STEM: http://www.nclr.org/index.php/issues_and_programs/education/k12_education/stem/.
Summer Fun Cafe: http://www.sandi.net/site/default.aspx?PageType=3&ModuleInstanceID=19400&ViewID=047E6BE3-6D87-4130-8424-D8E4E9ED6C2A&RenderLoc=0&FlexDataID=49011&PageID=1.
Follow us on Twitter:
Ady Huertas: @adyhuertas
Monnee Tong: @librarianmo
Intro and Closing Music: Summer’s Coming from Dexter Britain’s Creative Commons Volume 2. https://soundcloud.com/dexterbritain/sets/creative-commons-vol2
According to the acknowledgments in Untwine, we have our own Lisa Sandell to thank for inquiring whether Edwidge Danticat, award-winning author for adults, might have a YA story to share. With a plot line similar to my own work Hit, I was intrigued and dove straight into the novel.
Watch for this release, readergirlz, and drop into the drama of a teen girl losing her twin sister. Walk with a family looking for answers in the midst of deepest grief. Mourn with Giselle and find hope, beautifully.
Welcome to the YA world, Edwidge!
By Eldridge Danticat
Scholastic Press, September 2015
Blog: The Open Book
(Login to Add to MyJacketFlap
, Diversity, Race, and Representation
, Race issues
, teaching about race
, Add a tag
In this post, Tu Books Publisher Stacy Whitman discusses why avoiding discussions of race with young people can do more harm than good.
Many African American parents already know what “the talk” is. It’s not the talk that many white parents might expect—we’re not talking about the birds and the bees. No, this “talk” is the one where black parents have to sit with their children and discuss how they might be perceived by the world around them: particularly police, but also teachers, neighbors, and friends who are not from their racial background.
Though the burden often falls on parents of color alone to discuss these issues with their children, in reality all parents should address race with their kids in a conscious and meaningful way. Communities are also seeking ways to address interpersonal racial issues, particularly in schools. Having the tools to know how to discuss racial matters is essential for children from all backgrounds.
Research has shown that the “colorblind” approach—teaching children that it is racist to acknowledge racial and ethnic differences—is doing no one any favors, and in fact can reinforce racist attitudes and assumptions, and especially reify systemic racism. “Black children know irrefutably that they’re black by the time they’re about 6 years old and probably earlier,” one article noted in our research. Do white children know they’re white? If not, how do they think of themselves?
At Lee & Low, we’ve always believed that even the youngest readers have the capacity to understand and appreciate difference—that’s why many of our children’s books address issues like racism and discrimination. But you don’t have to take our word for it: many experts, educators, and academics have done work on this topic as well and their recommendations can help point parents and teachers in the right direction.
“Young children are hard-wired in their brains to notice difference and to categorize it. So it is vital during early childhood to put some context around making sense of differences,” said Shannon Nagy, preschool director in 2011 at Lincoln Park Cooperative Nursery School in Chicago.
Studies have also shown that not addressing difference does not make children colorblind—it only encourages them to absorb the implicit racial messages of American society. Children learn that race is a category even when parents try to teach them not to recognize race. Much like children learn to perform regional accents even when their parents are from another location, children learn how the larger society around them views race, via inference and transductive reasoning. “In other words, children pick upon the ways in which whiteness is normalized and privileged in U.S. society.”
Teaching children to be “colorblind” has led children (and adults) to believe that it’s rude or racist to even point out racial differences—even kids of color. This makes it exponentially harder to have frank discussions about racial issues when they need to be had.
“Nonwhite parents are about three times more likely to discuss race than white parents,” said a 2007 study. “It’s the children whose parents do directly address race — and directly means far more than vaguely declaring everyone to be equal — who are less likely to make assumptions about people based on the color of our skin.”
One study even had white parents dropping out of the project when the researchers asked them to discuss racial attitudes with their children, even when they went into the study knowing that it was intended to measure children’s racial attitudes.
Many argue that “the talk” should happen far more often than once, and that parents shouldn’t bear the sole burden to teach their kids about race—that it is a community-wide issue.
Erin Winkler provides several ways for parents and teachers to address the biases that children might pick up, including discussing the issue in an age-appropriate way, with accurate information that doesn’t shame or silence children for having questions. They also suggest encouraging complex thinking and taking children’s questions and biased statements seriously—“When children are taught to pay attention to multiple attributes of a person at once (e.g., not just race), reduced levels of bias are shown,” the author notes, and suggests that the most important thing parents and teachers can do is to give children information that empowers them to be anti-racist.
One New York City-area school asked, “Can racism be stopped in the third grade?” They began a “racial affinity program,” in which elementary-age kids were sorted by racial groups for discussions of questions that “might seem impolite otherwise,” and to then come together as a school community to discuss these questions and experiences in a way that fosters greater communication. Parents and students are mixed on whether this program succeeded, with Asian students noting that the discussions of race still focused on the dichotomy of black and white, and some parents uncomfortable with the idea of discussing race at all. The administration notes, however, that many of their students of color needed this program—mandatory for all students—to combat microaggressions between students.
Allie Jane Bruce, the librarian at Bank Street School in New York City, has been discussing race, biases, and stereotypes with the students in her school for three years, using children’s book covers as a launching point. “I’m constantly delighted by the new discoveries kids make, and by the wisdom and insight already present in 11- and 12-year-olds,” Bruce noted in her most recent series of blog posts about the curriculum, which she has named “Loudness in the Library.” She notes especially that kids at this age tend to feel very uncomfortable with discussing race at first. “The fact that race-related conversations are so very fraught is a huge part of the problem. We must be able to communicate in order to solve problems that exist at interpersonal, institutional, and societal levels. If kids in 6th grade already have the inclination to stay silent in conversations on race, how much stronger will that inclination be in adults? And if we can’t talk about race and racism, how will things ever get better?”
Parents, what does “the talk” look like in your home? Teachers and librarians, how do you approach discussions about race with your students and patrons?
Stacy Whitman is Editorial Director and Publisher of Tu Books, an imprint of LEE & LOW BOOKS that publishes diverse science fiction and fantasy for middle grade and young adult readers.
Dear Claire Kirch,
In your article, today, you wrote this about Kate Gale's essay in Huffington Post:
The article--which can be seen in full in these screen shots captured by PW--attempted to defend AWP against recent complaints about the lack of diversity represented in its programming, as well as the lack of transparency in its actions. Gale's article, however, featured inflammatory language that drew its own backlash. (Among other things, the article referred to Native American as Indians.)
Really, Claire? If you were Kate Gale's editor, you'd suggest she change this sentence:
I pictured David Fenza saddling up a horse, Stetson in place, going out to shoot Indians.
so it reads like this:
I pictured David Fenza saddling up a horse, Stetson in place, going out to shoot Native Americans.
Really? I'm astounded. Tell me, Claire, why you think that's better. Seems to me you're as clueless as Gale. I hope you'll take time to read what I wrote yesterday: About Kate Gale's post, "AWP Is Us."
But even if you don't read what I said, please tell me why you think it would be better if Gale had used Native American instead of Indian.
American Indians in Children's Literature
By: Guest Contributor,
Blog: ALSC Blog
(Login to Add to MyJacketFlap
, Add a tag
People with disabilities can celebrate two legislative landmarks this year. The American with Disabilities Act (ADA) celebrated its 25th anniversary on July 26. The Individuals with Disabilities Education Act (IDEA), signed into law in 1975, is now 40 years old.
IDEA, which guaranteed children with disabilities the right to be educated in the “least restrictive environment”, has been especially important for students in K – 12 schools. However, in many cases it seems that successful implementation of these laws is still in its infancy. One method of providing the “free appropriate public education” mandated by IDEA has been inclusion of students with disabilities in mainstream or general education classrooms. Educational support is provided by an aide in the classroom or scheduled visits to a resource room.
Several recent children’s books describe the experiences of fictional young people with disabilities in inclusive classrooms.
Research has provided insights into the attitudes of adults and students toward inclusive classrooms. Although educational experts (faculty, consultants and doctoral students who published articles about inclusion) believe “inclusion students should be placed in general education settings surrounded by general education students of approximately the same age,” teachers and parents expressed reservations about practical implications such as behavioral disruptions or lack of time for collaboration. (Kimbrough, R., & Mellen, K. (2012). Perceptions of inclusion of students with disabilities in the middle school. http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet.aspx?ArtMID=888&ArticleID=308 )
On the other hand, studies using middle school students, both with and without disabilities, found “Young people today consider it right and natural for students with learning and behavioral difficulties to be in their classes.” (Miller, M. (2008). What do students think about inclusion? Phi Delta Kappan, 89, 391.) It is interesting that the interviewers doing this research were often surprised when some students indicated that they, themselves, received special education support. This demonstrates that students with disabilities may not always be obvious to the casual observer.
Inclusion class at the library (Creative Commons license, adapted by Kate Todd, from https://openclipart.org/detail/639/point-to-board)
Outreach to students with disabilities in inclusive classrooms is important for librarians. It is the first step to making sure that all students have a positive library experience. If inclusion is working effectively, it may be impossible to know which students have special needs. However, preparing simple accommodations or setting up assistive technology can make library visits more successful. Alerting library staff to situations that may be distressing—such as visual or communication anomalies—will avoid embarrassing responses.
Here are some suggestions for working with schools that can help assure that students with disabilities in inclusive classes feel welcome in the library:
- When collecting information for class visits, ask a question such as, “Are there special needs students in your class?” or “Are there any students that need accommodations when visiting the library?”
- Since students, both with or without disabilities, are easily embarrassed when singled out from their peers, remind staff to treat all students equally in the library.
- Do book talks of titles that contain characters with disabilities, such as Out of My Mind, Wonder or Rain Reign. Incorporating these books into presentations sends a signal to students, parents and teachers that inclusive classrooms are typical and children with disabilities are welcome at the library.
- There are a variety of organizations that serve people with disabilities. Some focus on specific diagnoses while others are more general. Identify these organizations in your community and provide a link to their resources on the library web page.
- Tweet about workshops or programs that are sponsored by the organizations in your community. This not only spreads the word about important events, but lets the organizations know you consider their work important.
- When possible, attend some of these events yourself so you can begin building personal relationships with others in your community that are also interested in services to people with disabilities.
- Design workshops for teachers and parents that highlight advantages of library use for children with disabilities. A good topic outline can be found in the parent blog by Karen Wang, “10 Ways Your Child With Special Needs Can Benefit From a Trip To The Library” (http://www.friendshipcircle.org/blog/2014/10/28/10-ways-your-child-with-special-needs-can-benefit-from-a-trip-to-the-library/ ).
Inclusive classes may mean that children with disabilities are hidden in plain sight. It might require additional inquiries and awareness to identify these children and make sure their needs are met when they visit the library.
Photo by Kate Todd
Our guest blogger is Kate Todd, a retired librarian who worked at The New York Public Library and Manhattanville College. She especially wants to thank Jordan Boaz, who taught the RUSA online course, “Reaching every patron: Creating and presenting inclusive outreach to patrons of all abilities.” This blog began an assignment for her course.
Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.
If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at firstname.lastname@example.org.
The post Outreach to Students with Disabilities in Mainstream Classrooms appeared first on ALSC Blog.
View Next 25 Posts
As I hit the road today to enjoy one final weekend of summer and a BIG birthday (tomorrow!), I'm well into back-to-school mode as I watch my son desperately hang onto the last few days before he begins the adventure known as high school.
Today I'm sharing a poem by Bobbi Katz.
What Shall I Pack in the Box Marked "Summer"?
by Bobbi Katz
found in A Chorus of Cultures: Developing Literacy Through Multicultural Poetry (p. 238)
A handful of wind that I caught with a kite
A firefly’s flame in the dark of the night
The green grass of June that I tasted with toes
The flowers I knew from the tip of my nose
The clink of ice cubes in pink lemonade
The fourth of July Independence parade!
The sizzle of hot dogs, the fizzle of coke
Some pickles and mustard and barbecue smoke
The print of my fist in the palm of my mitt,
As I watched for the batter to strike out or hit
The splash of the water, the top-to-toe cool
Of a stretch-and-kick trip through a blue swimming pool
The tangle of night songs that slipped through my screen
Of crickets and insects too small to be seen
The seed pods that formed on the flowers to say
That Summer was packing her treasures away.
Poem ©Bobbi Katz. All rights reserved.
I do hope you'll take some time to check out all the wonderful poetic things being shared and collected today by Sylvia Vardell at Poetry for Children
. Happy poetry Friday friends!