Looking for more ways to connect science and poetry? Here’s a great place to start.Add a Comment
My passion for poetry is combined with a love of nature. As a children’s book author, botanist, and agronomist, I don’t see why I should have to choose. There was a time when many naturalists also wrote poetry. During the twentieth century, specialization became the norm, and most scientific writing was strictly technical.
Now, with THE POETRY FRIDAY ANTHOLOGY OF POEMS FOR SCIENCE, Sylvia Vardell and Janet Wong offer teachers and students a chance to once again unite the two. Verses written in many styles help teach a wide variety of specialties, through the voices of an amazing array of poets. I feel fortunate to have several botanical and ecological poems included. Even better, some of them are offered in a bilingual format.
The tropical island of Cuba has always been at the heart of my writing. As my mother’s homeland, it was the place where summer visits to relatives inspired my childhood love of nature. At the same time, I was an avid reader, and poetry books were my favorites, so any opportunity to combine nature and culture in my writing is treasured. My new verse novel, SILVER PEOPLE, is not only a historical tale about the laborers who dug the Panama Canal. It is also a love letter to the tropical rain forest, using the voices of animals and plants to convey the astounding diversity of life forms. In my middle grade chapter book in verse, MOUNTAIN DOG, I filled an adventure story with scientific facts. Several of my picture books—currently in the illustration stage—combine poetry with science.
In short, one of the reasons I love writing for children is the freedom to experiment. Unlike scientific works written at the specialized professional level, books for children can be filled with fascinating factual information, without sacrificing the beautiful mysteries of language.
Margarita Engle is a poet and novelist whose work has been published in many countries. Her books include THE SURRENDER TREE, a Newbery Honor book and winner of the Jane Addams Children’s Book Award, the Pura Belpré Award, the Américas Award, and the Claudia Lewis Poetry Award; THE POET SLAVE OF CUBA, winner of the Pura Belpré Award and the Américas Award; and HURRICANE DANCERS, winner of the Pura Belpré Award. Her most recent book, SILVER PEOPLE: VOICES FROM PANAMA CANAL, released March 25.Add a Comment
Oxford University Press is a proud sponsor of the 2014 World Literacy Summit, taking place this April. The Summit will provide a central platform for champions of literacy from around the globe to come together and exchange points of view, knowledge, and ideas. We asked literacy experts Jamie Zibulsky and Anne E. Cunningham to discuss the importance of literacy on this occasion.
Being literate involves much more than the ability to sound out the words on a page, but acquiring that skill requires years of development and exposure to the world of words. Once children possess the ability to sound out words, read fluently, and comprehend the words on a page, they have limitless opportunities to learn about new concepts, places, and people. To say that becoming a reader gives one the power to change is an understatement. In fact, attempting to detail the many ways that reading can foster personal growth and development without writing an entire book on the topic is truly challenging!
Children’s capacities to build the many skills required to access text are, to a large degree, determined by their environments. Parents and teachers play a critical role in introducing children to the sounds of words, the print on a page, the ideas and concepts that provide the background for comprehension, and the structure of stories. For these reasons, if we want to ensure that all children have the opportunity to become successful, motivated readers, we need to think about the power the adults in their lives have to change children’s literacy trajectories.
The language and literacy experiences of young children are largely social in nature, and both the environment and the adults that care for them initially guide children’s development. In fact, psychologists point out that language development occurs first as a social act between people and then later as an individual act, as we gradually internalize the directions, strategies, and advice of more skilled others by verbalizing them to ourselves. Similarly, to make sense of the written symbols used to convey any language, children need guidance from the adults in their lives. Talking and reading together with children is a powerful way to help them gain entry to the world of words, and doing so most effectively may require parents to change their current practices.
Here are some powerful tips that families can use to make shared reading time supportive and effective for young children learning a variety of languages:
Each of these tips helps set the stage for a successful shared reading experience, but may require change on the part of parents to help foster a powerful and engaged reader. These changes, though, help empower children to identify themselves as readers from the time they are young. And this strong foundation prepares them for so many challenges they will face in the future, so doing everything one can to raise a successful, motivated reader is one of the best gifts a parent can give any child.
Anne E. Cunningham, Ph.D. and Jamie Zibulsky, Ph.D. are the authors of Book Smart: How to Develop and Support Successful, Motivated Readers. Anne Cunningham is Professor of Cognition and Development at University of California Berkeley Graduate School of Education and Jamie Zibulsky is Assistant Professor of Psychology at Fairleigh Dickinson University. Learn more at Book Smart Family.
The post Parent practices: change to develop successful, motivated readers appeared first on OUPblog.
Great talk for my teacher friends in the crowd–and for all of us who have had great teachers or just wished we had!Add a Comment
I am particularly fond of poets laureate. In my experience, every one I have met has a gentle, generous soul. Ava Leavell Haymon is no exception. She is the Poet Laureate of Louisiana for 2013-2014. She recently came to my hometown for a poetry reading. The best part of her visit was the personal time I was able to spend with her.
As a poet and teacher myself, much of our conversation turned to poetry and teaching. She told me about the technique of using anaphora. Anaphora is the repetition of a word or phrase at the beginning of successive phrases for poetic effect. In her latest collection, Eldest Daughter, Ava uses anaphora in a few of her poems. She explained to me how this technique helps you focus on the details. A simple test: Read this poem aloud and then list all the details that you remember. There are probably quite a few.
Color of the Moon
Anyone can name a baby
Anyone can name the town, too, at least in theory
Anyone can name the color of the moon
Who can name the last time?
Who can see it coming far enough ahead?
Who can find the marigold bed?
Who can remember the smell?
Anyone can guess what happened
Anyone could forget the next day
Anyone could hear the conviction in her voice
Anyone could see she has it all mixed up
Who could forget a thing like that?
Who can see as far as the river?
Who can try any harder than she did?
Who could leave after that? Who could stay?
No one says the same thing any longer
No one remembers the last thing they said
No one quite remembers how they got there
No one wants to be outside alone
–Ava Leavell Haymon, used with permission by the author
Another poet-friend, Clare Martin, used this technique in a poem she had published in the Mad Hatters Review.
This morning the house empties its sugar.
This morning something good has gone to rot.
This morning fire catches the pillows under our heads.
This morning the ground quakes with your rising.
This morning the night no longer haunts the air.
This morning the mirror reflects another mirror. Who is there to see it?
This morning we feed ourselves silence after silence.
This morning the cup cracks.
This morning: a new sun.
This morning crooked lines right themselves.
This morning the cat reveals her throat in a yawn.
This morning we walk into spider webs.
T his morning grief sours on our tongues.
This morning is written on a blank sky.
This morning a woman becomes more herself.
This morning there are shards of china under our bare feet.
This morning we weep in our sewing.
–Clare L. Martin, all rights reserved
This method of writing a poem works for students in upper elementary through high school. Much like the I am From poem form of George Ella Lyons, the repetition of a line helps focus the poem. For my students in 6th grade, I gave them a list of possible beginning words to use, such as anyone, someone, today, yesterday, in time, when I knew you, this morning, everyone, everybody knows, for you, until, how often, etc.
Whenever I ask students to write to a prompt, I write too.
Something rustles the leaves.
Something steams on the stove—
beans, tomatoes, thyme.
Something sounds like the morning,
but the sun is low in the sky.
Something rocks the chair.
Something chimes in the distance—
a church bell? a neighbor’s wind chime?
Something enters this poem without
me knowing it’s there.
Something squirms in the window.
Something sparkles in her hand—
a crystal? glint of glitter?
Something feels as soft as my grandmother’s cheek
When I kissed her goodbye.
Margaret Simon is a Mississippi native who married into a Louisiana life. She lives on the Bayou Teche in New Iberia, Louisiana with her husband, Jeff. Their now empty nest once housed three daughters, Maggie, Katherine, and Martha. Margaret has been an elementary school teacher for over 20 years, most recently teaching gifted students in Iberia Parish. She has published poems in the journal The Aurorean, and wrote a chapter about teaching poetry to young children for Women on Poetry published in 2012 by McFarland & Company, Inc. Publishers. Border Press published her collection of poems with her father’s Christmas card art, Illuminate in fall of 2013. Blessen, a novel for young readers, was published in April 2012, also by Border Press. In her teaching profession, she has a Masters degree in Gifted Education and certification by the National Boards for Professional Teaching Standards. Margaret writes regularly about teaching, writing, and living athttp://reflectionsontheteche.wordpress.com.
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I’ve been working at Crendenda — a virtual […]Add a Comment
Indiana Writers’ Consortium (IWC) is pleased to announce the extension of its annual networking dinner to include an intimate, high quality, and affordable half-day writers’ conference on October 11, 2014. The conference, which will take place at the Hilton Garden Inn, in Merrillville, Indiana, will include multiple afternoon breakout sessions and be followed by a dinner and keynote address by Barbara Shoup, author of seven novels, executive director of Indiana Writers Center, associate editor of OV Books, and an associate faculty member at Indiana University-Purdue University at Indianapolis.
IWC seeks proposals from individuals and groups who are at different stages in their writing careers that will represent a broad range of perspectives and experiences. Presentations may include topics such as:
· Writing and craft
· Business of publishing
· Creative writing pedagogy
· Academic and community program development
· Genre trends
Interactive individual presentation, four-to-five person panels, creative writing workshops, and round table discussions are welcome.
Deadline: May 1, 2014
Submit: A 250-word abstract that includes the session title, description, format, and presenter names. Each presenter should include a 50-word bio and .jpg photo.
indianawritersconsortiumATgmail.com (Change AT to @ and DOT to . )
Please indicate “IWC Half-day Conference Proposal” in the subject line.
Questions may be directed to: Janine Harrison at:
indianawritersconsortiumATgmailDOTcom (Change AT to @ and DOT to . )
Indiana Writers' Consortium inspires and builds a community of creative writers. We are dedicated to educating writers through speakers, seminars, and children's programs. IWC provides educational and networking opportunities for writers in all stages of their careers. We are a nonprofit organization incorporated in Indiana in 2008 and a public charity under section 501(c)(3) of the United States Internal Revenue Code.
The Indiana Writers' Consortium inspires and builds a community of creative writers. Like us on Facebook.
It's time for a report-out and a shout-out because we finished the six-week online UW-Madison CE class: Power Children's Programming - on a Budget! Although I organized the information and loaded it up on the platform, I can tell you that each and every student made this a deep, useful (and...krikey I don't have enough praise-worthy adjectives to express the phenom that happened) course.
From the start, the class of 24 librarians from libraries of all sizes in WI and across the country jumped in and shared, cared, supported and explored programming. There were "Aha!" moments, "Oh no!" moments and discoveries about programming made everywhere.
At the beginning of the course, I told the class I didn't have the answers, only the questions everyone should ask themselves when we begin to put our programs together. And I asked everyone, no matter their circumstance or experience, to share generously in the discussion boards their own journeys, program ideas and discoveries. And did they ever. It was nothing to see 200 substantive posts a week, chock full of deep thoughts and great program ideas.
A huge thank you to the library folks in class for making this the experience that helped me learn so much more about programming and your libraries than I ever dreamed I could. I am so wealthy after these six weeks that's it's hard for me not to be all
|(Thanks to Sara Bryce, my blog is sporting it's first gif!)|
Please tell us about your book.
WHEN AUDREY MET ALICE is about what happens when Audrey, a somewhat lonely thirteen-year-old First Daughter, finds Alice Roosevelt’s long-lost diary hidden under the floorboards of a White House closet. After reading about Alice’s wild antics—carrying around a pet snake to parties, going for joyrides in her red runabout, traveling to Cuba, and throwing a huge White House debut—Audrey is inspired to find her own ways to “eat up the world.” But trying to live like Alice threatens to get Audrey into more trouble than she can handle—and may even affect her mother’s political career.
WHEN AUDREY MET ALICE features fictional diary entries from Alice’s point of view, along with an author’s note, bibliography, and many ancillary resources available on the publisher’s website (such as an Educator’s Discussion Guide, Women’s History Month lesson plan, and ALICE FOR REAL, an annotated version of the diary entries).
What inspired you to write this story?
Growing up, I was fascinated by children living in the White House. I’m still interested today in what private life is like for presidential families. Particularly when President Obama was elected in 2008, I wondered how the lives of his daughters would change as they headed to Washington. I imagined that there would be a lot of wonderful and exciting opportunities for them in the coming years—and probably some hardships, too. The idea of a “First Daughter” feeling a little isolated and constrained stuck with me and soon developed into Audrey’s character.
I also had long wanted to write fiction about Alice Roosevelt’s wild life. Interest in Theodore Roosevelt runs in my family—my great-grandfather was present at the famous speech TR gave in Milwaukee, Wisconsin, after TR had been shot in an assassination attempt. My father is a history buff and told me many stories about the Roosevelt family, and I found Alice particularly fascinating.
Then one day I was walking near 62nd and Madison in New York, and suddenly I had the initial spark to combine those two story ideas into one. Interestingly enough, while researching I found out that Alice’s aunt had lived at that very intersection, and that was a place where Alice had spent time as a young person. Weird!
Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?
Much of my research was done the old-fashioned way: heading to the public library and checking out lots and lots of books on Alice Roosevelt and White House life. I also used many online resources, including official White House websites, the White House Historical Association, National Parks Service sites, and unofficial pages that detail White House history.
I also was fortunate enough to be selected to attend a private White House Social garden tour. With about twenty other attendees, I got to tour the grounds and meet with White House employees. It was so helpful to get to see this particular setting in person, and to experience things like the security process for visitors.
While I was writing the first draft, a good friend happened to work in the West Wing. It was great to be able to send someone there an email asking, “What would happen if someone ordered a pizza to Pennsylvania Avenue?” Some of my friend’s responses made me interested in aspects of White House life I wouldn’t have thought of myself, such as food security at the White House.
What are some special challenges associated with writing historical fiction?
For me, it was challenging to balance the occasionally competing demands of factual accuracy and good fiction. Especially because I had so much information about Alice’s real life, I felt a bit of a responsibility to respect the facts while writing her diary entries. Sometimes, though, it felt more true for my Alice’s story to stray from what really happened, either because it fit the character I’d created or because it tied the two girls’ stories together more neatly.
Ultimately, I decided that I wanted to write the best piece of fiction possible, so I would have to side with that. Within reason, of course—I worked hard to make my Alice character as believable and true to her time period as possible.
I also think it can be tricky to get period writing for contemporary readers right. I hope Alice’s voice is believable as that of a seventeen-year-old in the early 1900s. I’m sure I’ve included a few anachronistic words here and there, even though I did rely heavily on the online etymology dictionary and other resources to see when terms came into use! But I also wanted her words to flow nicely and stay accessible for young readers today.
What topics does your book touch upon that would make it a perfect fit for the classroom?
Theodore Roosevelt, Alice Roosevelt, and family
Women in politics
Civil Rights and the 14th Amendment
White House history and White House life
Women’s History Month
Researching fact versus fiction
Labor politics (Coal Strike of 1902)
Be sure to visit Rebecca Behrens at her website.
The post Classroom Connections: WHEN AUDREY MET ALICE by Rebecca Behrens appeared first on Caroline Starr Rose.Add a Comment
Yet, because he was so small, and so simple a form of the energy that was rolling in at the open window and driving its way through so many narrow and intricate corridors in my own brain and in those of other human beings, there was something marvellous as well as pathetic about him.The first thing to do is break the sentence apart. Here's one way:
age range: middle grade
setting: the Alaskan wilderness
“A page-turner full of white-knuckle action. . . . Readers will be riveted until the end.”
“[A] thoroughly engaging and incredibly suspenseful survival story. . . Well-crafted, moving and gripping.”
Please tell us about your book.
ICE DOGS is about 14-year-old Victoria Secord, a dogsled racer who loses her way in a blizzard on a training run near her home in Alaska. She rescues Chris, an annoying city boy, and together they must trust the dogs and each other in order to survive.
What inspired you to write this story?
I used to own eighteen Alaskan Huskies. My dog team and I shared many exciting adventures together out on the trail. But the thing I most wanted to share in my novel was the respect, trust, and partnership between a musher and her dogs. It’s a special bond that goes beyond owning a pet dog. Sled dogs have a job, they are relied upon and they know it. Watching them navigate thin ice or a tough trail with obstacles, you can see them thinking things through and working together. And they absolutely LOVE to run.
Mad frothing love. That kind of passion is inspiring and made me want to write about it.
Could you share with readers how you conducted your research or share a few interesting tidbits you learned while researching?
I didn’t have to research much since I’ve run dogs near Nenana, Alaska years ago, and of course, have known quite a few entertaining sled dogs whose characters come out in this story. But I did peel the bark off some birch and eat the cambium underneath, which wasn’t as bad as it sounds. And I forced my hubby to drink twig tea with me. Yum!
For interesting tidbits about dogsledding, readers can visit my website – I’ve listed a few things they might enjoy.
What are some special challenges associated with writing Middle Grade?
The challenge I’ve repeatedly encountered in my writing is which shelf the novel will go on. This may sound strange, but there is a grey area around books with main characters between 13 and 15. Is this story middle grade or young adult?
I enjoy writing about characters who are in this tween time of their life. They’re interesting and full of drama and hope and new ideas and firsts. It was a magical time in my own life as well. And the books I read at that age made a huge impact on me.
What topics does your book touch upon that would make it a perfect fit for the classroom?
There are an increasing number of classrooms who follow the major dogsled races. Some of them such as the Iditarod, the Pedigree Stage race, the Yukon Quest now have a great educational component. The “teacher on the trail” program usually includes a blog written by a teacher, which other teachers can follow with ideas and lesson plans. Here are just a few:
One copy of ICE DOGS is up for grabs! To enter, leave a comment below about something you learned from this interview. The contest closes Wednesday, 3/5.
The post Classroom Connections: ICE DOGS by Terry Lynn Johnson + Giveaway appeared first on Caroline Starr Rose.Add a Comment
A post at the Nerdy Book Club this week really made me think. Priscilla Thomas, an 11th grade teacher, wrote about the repercussions of what she called "bookshaming". Thomas says:
"To be clear, opinion and disagreement are important elements of literary discourse. Bookshaming, however, is the dismissive response to another’s opinion. Although it is sometimes justified as expressing an opinion that differs from the norm, or challenging a popular interpretation, bookshaming occurs when “opinions” take the form of demeaning comments meant to shut down discourse and declare opposing viewpoints invalid."
She goes on to enumerate five ways that bookshaming (particularly by teachers) can thwart the process of nurturing "lifelong readers." I wish that all teachers could read this post.
But of course I personally read this as a parent. Thomas forced me to consider an incident that had taken place in my household a couple of weeks ago. We were rushing around to get out of the house to go somewhere, but my daughter asked me to read her a book first. The book she wanted was Barbie: My Fabulous Friends! (which she had picked out from the Scholastic Book Fair last fall).
I did read this book about Barbie and her beautiful, multicultural friends. But at the end I made some remark about it being a terrible book. And even as I said it, I KNEW that it was the wrong thing to say. Certainly, it is not to my taste. It's just little profiles of Barbie's friends - no story to speak of. But my daughter had picked out this book from the Book Fair, and she had liked it enough to ask me to read it to her. She seemed to be enjoying it. And I squashed all of that by criticizing her taste.
Two weeks later, I am still annoyed with myself. Priscilla Thomas' article helped me to better understand why. She said: "When we make reading about satisfying others instead of our own enjoyment and education, we replace the joy of reading with anxiety." What I WANT is for my daughter to love books. And if I have to grit my teeth occasionally over a book that irritates me, so what?
Rather than continue to beat myself up over this, I have resolved to be better. The other night I read without a murmur The Berenstain Bears Come Clean for School by Jan and Mike Berenstain, which is basically a lesson on how and why to avoid spreading germs at school. As I discussed here, that same book has helped my daughter to hone her skills in recommending books. It is not a book I would have ever selected on my own. But I'm going to hold on to the image of my daughter flipping to the last page of the book, face shining, to tell me how funny the ending was.
Growing bookworms is about teaching our children to love reading (see a nice post by Carrie Gelson about this at Kirby Larson's blog). They're not going to love reading if we criticize their tastes, and make them feel anxious or defensive. I'm sorry that I did that to my daughter over the Barbie book, and I intend to do my best not to do that again. If this means reading 100 more Barbie books over the next couple of years, so be it. Of course I can and will introduce her to other authors that are more to my own taste, to see which ones she likes. But I will respect her taste, too.
Mr. Terupt Falls Again is billed as a "companion" to Rob Buyea's Because of Mr. Terupt. I suppose this is because Buyea wrapped things up pretty thoroughly in Because of Mr. Terupt. You don't need to read this as a sequel in the sense of having to find out how things play out. However, for all practical purposes, Mr. Terupt Falls Again looks like a sequel to me. It features the same teacher and the same kids, albeit in a physically different classroom. Yes, the seven kids from Because of Mr. Terupt are back with their teacher, Mr. Terupt, as sixth graders (and yes, just knowing that is a spoiler for the first book - it can't be helped). If you haven't read Because of Mr. Terupt, and you like realistic fiction set in and around schools, you'll want to rectify the situation immediately.
Like it's predecessor, Mr. Terupt Falls Again centers on a subset of the kids in a classroom, a classroom led by a risk-taking, energetic teacher. The perspective shifts from kid to kid, from chapter to chapter. All of the chapters are quite short, helping to move things along quickly. The book is divided into months across the school year.
As in the first book, Buyea's understanding of kids, and of classroom dynamics, is evident on every page. This kids are as real as it gets. The problems that they face as sixth graders reflect their growing up. There are plotlines dealing with a girl trying to grow up too quickly (stuffing her bra, hanging out with older kids), a girl getting her first period (and not knowing what to do), and a boy resisting going off to boarding school next year. There are also the first inklings of boys and girls "liking" each other, though in a completely PG way.
There's a scene that takes place with the kids at a town carnival, forming into tentative couples, with the boys trying to win prizes for the girls. This SO took me back to the Fourth of July weekend carnivals in my own home town (though I didn't personally have any boys trying to win me prizes when I was in sixth grade). Buyea gets the feel of the carnival, and mix of the excited and insecure thoughts of the various kids, just right. I could practically smell the fried dough.
There is a bit of suspense in Mr. Terupt Falls Again. Observant Luke notices that Mr. Terupt (who suffered a brain injury in the first book) is displaying some physical weakness. We don't know while reading along (and I won't say), what the "falls again" of the title refers to. There's also an abandoned baby, discovered by Jeffrey, lending pathos more than suspense, I suppose. As an adult reader, I worried the potential consequences of Lexie getting in with the wrong crowd. But I also appreciate very much the way that Buyea, in a non-didactic way, opens up paths by which parents and/or teachers can initiate discussions with kids.
Some of the resolutions in Mr. Terupt Falls Again may be a tiny bit idealized, but I personally don't think that there's anything wrong with showing the upsides of:
Rob Buyea is the real deal, creating authentic kids, and throwing realistic and age-appropriate problems at them. The Mr. Terupt books belong on the shelves of school and classroom libraries everywhere that fourth to seventh graders are to be found. While the "getting your period" and "stuffing your bra" plotline in Mr. Terupt Falls Again may make boys uncomfortable (even Mr. Terupt is a little uncomfortable), there is so much else here that will resonate with boys that I hope they'll read it, and talk about it, anyway. Highly recommended for kids, and their parents. Mr. Terupt Falls Again is a satisfying conclusion to this short series. I hope to see other books from Rob Buyea in the future.
Publisher: Delacorte Books for Young Readers (@RandomHouseKids)
Publication Date: October 9, 2012
Source of Book: Review copy from the publisher
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This site is an Amazon affiliate, and purchases made through Amazon links (including linked book covers) may result in my receiving a small commission (at no additional cost to you).
I have had several conversations lately about the state of homeschooling in our lovely state of NC. And as a homeschooling mom, I am more than glad to discuss this issue with anyone who asks. Here are a few things to help answer any questions in case more folks want to know: 1. I homeschool […]Display Comments Add a Comment
She got summoned for jury duty and never came back . . . well, it felt like that for a while at least. I got called in for jury selection on the morning of September 18 and wasn’t released until the afternoon of October 3rd. Would you believe I was juror 46 out of 51 and I still ended up sitting as an alternate for the trial? I think by the time they got to me, they were desperate.
And what a trial. 1st degree murder. I won’t go into the details because honestly, the people involved don’t need any more publicity. AND the sooner this event fades from my own memory the better. Let’s just say I know more about deciphering blood splatter evidence than your average citizen. For all you fans of trigonometry, this is your field!
So, I’m back going through the motions of my normal routine, thirteen dollars a day richer, with the thanks of the county, worn out and weepy, trying to catch up on the mountains of grading that piled up unattended while I was attending to my civic duty.
You see, substitute teachers teach, they don’t grade, so tests, reports and assignments waited patiently for me to get back and NOW THEY ALL NEED TO GET DONE. Yikes! 112 hours got sucked out of my life; it’s already two weeks later, and still I haven’t figured out how to squeeze them back in.
Photo © Aleksandar RadovanovicAdd a Comment
As teachers of literature and creative writing, the conference asks the larger question: How do we make a literary life and literary citizenship possible both for our students and for ourselves?
This is an interdisciplinary call extended to teachers and graduate students. Additional topics are welcome.
Deadline for submissions is November 15, 2013. Send abstracts (minimum of 250 words) or inquiries to:
Dr. Margaret Barrow or Dr. Manya Steinkoler
Borough of Manhattan Community College/CUNY
English Department, Room N751
199 Chambers Street, New York, NY 10007
Telephone: (212) 220-8000 x7282
mbarrowATbmcc.cunyDOTedu or msteinkolerATbmcc.cunyDOTedu
(Change AT to @ and DOT to .)
Here are highlights from the links that I shared on Twitter this week @JensBookPage. There is some exceptionally good stuff in the Growing Bookworms section this week.
Also, in my quest to make it easy for people to keep up on these sorts of children's book and literacy-themed stories, I have a question for readers. Do any of you use Flipboard (app for reading news stories on tablets - lets you set up your own customized set of topics and shows stories magazine-style)? At the suggestion of Sheila Ruth, I've been dabbling in Flipboard a bit, and I am wondering if people would find some sort of Literacy Links Magazine there useful. But on to the links!
Book Lists and Awards
ALA Award Reactions
Gender, Books, and Diversity
Sigh! Setting Children Up to Hate Reading http://flip.it/4ewWg
On Reading, Writing, and Publishing
RT: @Librareanne: Young Adult Literature Is Better Than You Think http://fb.me/6s8L2I4rP
Schools and Libraries