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Welcoming Week is a special time of year. Communities across the country will come together to celebrate and raise awareness of immigrants, refugees and new Americans of all kinds. Whether it’s an event at your local art gallery or showing support on social media, the goal is to let anyone new to America know just how much they are valued and welcomed during what is likely a big transition.

And the biggest transitions are happening for the littlest people.

A new country, a new home, maybe even a new language — that would be enough for any kid — but a new school, too? That subject is exactly what author Anne Sibley O’Brien addresses in her book I’m New Here, new to the First Book Marketplace.

Marissa Wasseluk and Roxana Barillas of the First Book team had the pleasure of speaking with Anne about I’m New Here, the experiences of kids new to America, and what kids can do to help create a welcoming atmosphere.

Marissa: So, and I am sure you get this question all the time, but I’m curious — what inspired or motivated you to create I’m New Here?

It’s funny, it’s such a, “where would you start?” kind of question, but I don’t remember if anyone has ever asked me that point blank because I don’t recall ever putting together this answer before. Over the years of working in schools — especially working with Margy Burns Knight with our nonfiction books: Talking Walls; Who Belongs Here and other multi-racial, multicultural, global nonfiction books — I had a lot of encounters, a lot of discussions, a lot of experiences with immigrant students and I was very aware of the kinds of cross-cultural challenges that children and teachers can experience. For instance, Cambodian children show respect by keeping their eyes down and not looking in the eyes of an adult, especially a teacher. In Cambodian culture adults don’t ever touch children’s heads. So you can immediately imagine how those kinds of things would be quite challenging when a Cambodian child comes into a U.S. classroom and suddenly two of those cultural markers are not only gone, but the opposite is what they need to learn.

Somebody might put their hand on your head — it being out of concern and wanting to make a connection — or they might say “I need you to look at me now” and not recognize that that’s cultural inappropriate for a Cambodian child. So growing that kind of awareness of the challenges that immigrant children face — that was the original impetus for the book. Just collecting some of those stories and raising awareness of how many obstacles immigrant children face. From climate to traditions in speaking and in body language, to food, to learning a new language. Not just learning a new language in terms of how you speak and read and write, but also how you interact with people, how social norms work — they just face such enormous challenges. And there were originally six characters so it was trying to cover everything.

Marissa: The characters that are in the book, they cover a child from Guatemala, a child from Korea, and a child from Somalia — did you work with these specific immigrant communities when you were creating this book?

I spoke to individual experts, such as several Somali interpreters and family liaison experts who work for the multi-lingual, multicultural office of the Portland, ME public schools. So I had that kind of expert advice to respond to what I was writing. But the original ideas mostly came from my observations, my interactions with Somali students in the classrooms that I visited. And then with Korean students I met many, many Korean students here in the US and I had my own background to draw on there.

Marissa: Can you tell me a little bit more about these classrooms that you’ve visited? We talk with a lot of educators who work with Title I schools and they often talk about how reserved the English as a second language students can be. There is a silent phase that a lot of kids go through. Have you observed that and have you shared your book with any of these first generation immigrants?

It’s certainly been shared with many. I actually just shared it with a group of students in a summer school program — about seventy students from third to fifth grade who were from East African countries and some Middle Eastern countries. Most of the group were immigrants and I read the book and then we had a discussion about being new and being welcoming. Of all the student groups that I’ve worked with, they were actually the most effusive and had the most to share in that discussion about what it feels like to be new and what you can do to welcome someone.

Marissa: What were some of the suggestions?

They had all kinds of ideas about what you could say and do to make somebody feel like they were at home. You could take them around, go through a list and say, “this is your classroom, this is your teacher, this is your playground, this is your classmate.”

Roxana: You’re taking me back – a few years back I came to the United States when I was twelve from El Salvador, speaking no English. It hits close to home in terms of the importance of the work you are doing, not just for kids who may not always feel like they belong, but also for the kids who can actually help that process be an easier one.

That is wonderful to hear. I was just struck that they had more suggestions than any group I’d worked with, they could hardly be contained. They had so much they wanted to say and I think it’s very fresh in their minds what welcoming looks like and maybe what did or what didn’t happen for them. So the list that they wrote: welcome to my class, say hi, wave, smile, hello, say this is my classroom, these are my friends, do you want to become friends? these are my parents, this is my family, show them around, this is my chair, this is my house, this is your school, this is my teacher, can you read with me? how’s it going? I live here, where do you live? do you need help? welcome to my school.

It was the specificity of it that I just loved.

And they said what it felt like to be new. These kids went beyond with the details so they said: scared, nervous, confused, happy, sad, lonely, shy, surprised. Which is what I get with any group that I talk to — but then they wrote: don’t know how to write, don’t know everybody, don’t know what to do, don’t know what they’re saying, don’t know what to say, don’t think you fit in, embarrassed, don’t know how to read books, don’t know what to think, don’t know how to play games, don’t know how to respond, don’t know how to use the computer. So that is a really rich, concrete list.

Marissa: What about educators, how have educators responded to your book?

It’s been pretty phenomenal. The book is in its third printing and it’s just a year old. Actually, it went into its third print run in June. That is by far the fastest that any book of mine has taken off, so there seemed to really be a hunger. There are quite a number of books about an individual immigrant’s story, but I think what people are responding to, what they found useful, is that this book is different because it’s a concept book about the experience of being new and being welcoming, and in that way it works. A particular story can make a deep connection even if your experience is quite different, you recognize things that are similar. But to have one book that outlines what the experience is like, it is very good for discussions. I’ve done more teacher conferences and appearances, especially in the TESOL community, than I did before. Normally I do a lot of schools where I talk to students, but in the past year the majority of my appearances have been for teacher conferences.

Marissa: Have any of them come up to you and told you how it’s resonated with them? Have you met any educators who are immigrants themselves?

Yes, definitely! The TESOL community is full of people who have immigrant backgrounds. I shouldn’t say full, but there is quite a healthy percentage of the TESOL community who come from that background themselves. Partly because schools often recruit someone who’s bilingual, so you tend to get a lot of wonderful richness of people’s life experiences. They might be second generation or they might not have come as a child but they definitely make a strong connection to children who have that experience. I remember, in particular, some very moving statements that people made standing in line waiting to have a book signed. Talking about how it was “their story” or people talking about and being reminded of their own students. When I talked about the book they were in tears thinking about their own students.

Marissa: Ideally, how would you like to see your book being used in a classroom or a child’s home?

I think I see it in two ways. First, for a child who has just arrived and who is in a situation where things are strange; to be able to recognize themselves and see that their experience is reflected in something that makes them feel less lonely and that there is hope. Many, many people have gone through this experience and it can be so difficult but you can get through.

And to the children who are not recent immigrants, who have been part of a community for generations; that it would spark empathy for children,  for them to imagine what it would be like if they had that experience. Starting with that universal experience of somehow being new somewhere and to recognize, “oh, I remember what that felt like” and imagine if it was not only a new school, but a new country and a new language and a new culture and new food and new religions and on and on and on. Particularly for them to imagine what they could do, concretely, to examine what the new children are doing and to see how hard they are working, the effort that they are making. And also how their classmates are responding so that the outcome is the whole group building a community together.

To learn more about I’m New Here and Anne’s perspective, watch and listen as she discusses the book and her insights into the experiences of immigrant children.

The post Welcoming Week: Q&A with Author Anne Sibley O’Brien appeared first on First Book Blog.

The Asian Pacific American Libraries Association has announced their 2013 literature award winners. Thanks to Shen’s Books for publishing the press release. Highlights include:

Picture Book Winner: Good Fortune in a Wrapping Cloth, written by Joan Schoettler and illustrated by Jessica Lanan, published by Shen’s Books.

Picture Book Honor: A Path of Stars written by Anne Sibley O’Brien, published by Charlesbridge.

Children’s Literature Winner: Chengli and the Silk Road Caravan, written by Hildi Kang, published by Tanglewood Publishing.

Children’s Literature Honor: Shark King by Kikuo Johnson, published by Toon Books.

Young Adult Literature Winner: Tina’s Mouth: An Existential Comic Diary written by Keshni Kashyap, published by Houghton Mifflin Harcourt.

Young Adult Literature Honor: Ichiro written by Ryan Inzana, published by Houghton Mifflin Harcourt.

Following up on my post from last week, Mitali has graciously allowed us to share her blog post about the event here:

A thousand thanks to Porter Square Books in Cambridge, Ma and to my publisher Charlesbridge for hosting my Bamboo People book launch party. I always get nervous, so I greatly appreciated everybody who came and sent notes of encouragement from near and far. I’ve posted a few videos below, and here are some recaps from others who attended:
Charlesbridge, Walk the Ridgepole, Not Just For Kids, Britt Leigh’s Brain on Books, and The Papa Post

Arrived to find this gorgeous bamboo plant sent from Portland, Maine by Curious City’s Kirsten Cappy, Jamie Hogan (who illustrated my book Rickshaw Girl), Annie Sibley O’ Brien (After Gandhi), and King middle school librarian Kelley McDaniel. Thank you so much, ladies, for your love and support!

I loved watching people mingle and meet.

My buddy Deb Sloan is one of the best book cheerleaders on the planet.

Authors who write for adults don’t get love like this.

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Once again, a huge shout out of thanks to Jenny Desmond-Walters, Regional Advisor for SCBWI - Korea, who has sent us the following on a recent SCBWI Korea Author Networking Night:

As I know you are always on the hunt for new authors and books with a South Asia theme, I immediately thought of you recently when I had the chance to meet with author and illustrator, Anne Sibley O’Brien. Anne came to Korea recently when she was invited to visit an international school at which she is an alumnus. Our SCBWI chapter had the pleasure of taking her to dinner where she opened up to us about her life, her writing journey and her experience growing up in Korea. Because Anne lived in Korea for 20 years during her childhood, she was raised bi-cultural and bi-lingual. She has a beautiful insight into the Korean way of life, especially as a foreigner being raised here.

During dinner we listened as she told us about her childhood, her missionary parents, her travels throughout Korea and the development of her writing career. She talked to us about her watercolor illustration technique and described her process. She told us about her Korean folk tale, The Legend of Hong Kil Dong: The Robin Hood of Korea, and how it developed into a story. She talked a bit about how challenging it can be to sell a folk tale because many publishers are reluctant to take the risk on them. They’re not always top sellers. At a school presentation she asked the children how many of them would go to the “folk tales of the world” section in their school library as their first choice to find an interesting book. Only one or two hands were raised. It’s just not their first choice for an interesting book, she told us. This means finding a publisher can be more difficult even though many of these stories are fascinating.

We also talked about what kind of language to use when re-telling a foreign tale. Anne confirmed that using some authentic language is important because it gives readers a flavor of the culture and that it was important to find a balance between capturing the feeling of the original words and yet still making the story accessible and understandable to readers. She also prefers to use the true foreign word when naming certain objects and people. These techniques enrich the storytelling by opening up windows of cultural enlightenment to readers.

As the night wound to an end we hugged, said thanks, and promised to keep in touch. I haven’t stopped feeling like I’m walking on clouds after having the most delightful visit with Anne Sibley O’Brien and getting to know the compassionate, dedicated, generous and down-to-earth author she is.

Click here to read Anne’s blog and see photos of her trip to Korea.

Listen to an interview with author Anne Sibley O'Brien on Maine Public Broadcasting.

Visit the After Gandhi website.

Learn more about After Gandhi, Anne Sibley O'Brien, and Perry Edmond O'Brien.

Pass the Peace!

The email invitation came in June: Would I come to camp for a week in August? The inquiry was from the director of Camp Sejong, which brings Korean adopted and Korean American children to a campground in northwestern New Jersey, where they get Korean language, crafts, music, martial arts and cooking along with their swimming, games and summer fun. The director had found my Korean hero book, The Legend of Hong Kil Dong, and heard that I had grown up in Korea: would I bring my book and my background to share with the campers?

I accepted the invitation to be an author-illustrator-in-residence for the week, running workshops for campers ages 7-11. My task was to design daily book-related activities that would promote self esteem. I decided to have the kids make identity books -- collage scrapbooks of images and writing.

In good weather, which was most of the week, my classes gathered around tables in an outdoor roofed pavilion next to the swimming pool. Each child was given a square sketchbook as the base for their art and writing, and there were all kinds of art supplies. We brainstormed group lists about what was great and what was challenging about being Korean, being American, being bicultural and/or being adopted. Each day I introduced a visual idea for the children to use as a takeoff point for their own creations. One day we focused on Korean symbols, another day we drew mythical tigers and dragons based on folk art paintings, or made collages from piles of photographs of traditional and contemporary Korea. My goal was to expose them to as much Korean-ness as possible – in the form of images, symbols, ideas and stories – and allow them to select what appealed to them. (I knew that, living in this country, they were immersed in American-ness every day of their lives.) I wanted each camper to have the time and space to reflect on what it was like to be a person with dual identities.

Each day I also shared a Korean story. These included my book and drafts of folk tale retellings that I’d never pursued to publication. I was struck by the response. The kids went quiet, even the most hyperactive and rambunctious listening with rapt attention. In their slightly unfocused eyes, that hazy look when the mind is deep in an imaginary journey, I saw that the tales fed a hunger, and was reminded again of the power of stories for children.

The week culminated with a readers’ theatre presentation of my book that included live drumming, Tae Kwon Do demonstrations, and a part for every child. It was like watching the book come to life. Afterwards, copies were available for sale and signing.

Going to camp was invigorating, rewarding and fun. I certainly sold some books, but far beyond that, my book – and I - became part of the campers’ lives. I’ve already signed up for two Korean culture camps for next year.