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1. Monday Review: GEMINI by Sonya Mukherjee

This is one of the most gorgeous and effectivecovers I've seen. I love it.Synopsis: Clara and Hailey are twin sisters, and like a lot of sisters, they are closer than close one moment, but in the next, they get on each other's last nerve. Hailey is... Read the rest of this post

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2. Guest Post: Author-Illustrator Ambelin Kwaymullina on Ethics, Process & Own Voices

By Ambelin Kwaymullina
for Cynthia Leitich Smith's Cynsations

The first of a four-installment dialogue with Ambelin and Cynthia. 

Our focus is on the creative life and process, speculative fiction, diversity, privilege, indigenous literature, and books for young readers.

I am an Aboriginal author, illustrator and law academic who comes from the Palyku people of Australia.

And I am an Own Voices advocate, by which I mean, I promote the stories told by marginalised peoples about our own experiences rather than stories told by outsiders.

I’ve written before that I don’t believe the absence of diversity from kids lit to be a ‘diversity problem.' I believe it to be a privilege problem that is caused by structures, behaviours and attitudes that consistently privilege one set of voices over another.

Moreover, the same embedded patterns that (for example) consistently privilege White voices over those of Indigenous peoples and Peoples of Colour will also work to privilege outsider voices over insider ones, at least to some degree.

The insider voices, of those fully aware of the great complexities and contradictions of insider existence, will always be more difficult to read and less likely to conform to outsider expectations as to the lives and stories of ‘Others’.

Insider stories can therefore be read as less ‘true’ or trap an insider author in a familiar double-bind – if we write of some of the bleaker aspect of our existence we’re told we’re writing ‘issues’ books; if we don’t we’re accused of inauthenticity.

I would like to think that as an Indigenous woman, I have some insight into marginalisation not my own. I have always thought that any experience of injustice should always increase our empathy and push us towards a greater understanding of injustice in other contexts.

But that does not mean my experiences equate to that of other peoples.

In an Australian context, I have said that I do not believe non-Indigenous authors should be writing Indigenous characters from first person perspective or deep third, because I don’t think a privilege problem can be solved by writers of privilege speaking in the voices of the marginalised.

And I apply the same limitation to myself in relation to experiences and identities not my own.

Ibi Zoboi recently wrote powerfully to the perils of the desire to ‘help’, noting that White-Man’s-Burdenism is not limited to White people. I run writing workshops for peoples who come from many different backgrounds of marginalisation, and as a storyteller, it is tempting to enact that instinct to ‘help’ into a narrative, to highlight the struggles of workshop participants in one of my own stories.

But between the thought and the action must come the process by which I determine if I am really helping at all.

So I ask myself, is the story mine to tell? The answer is no, of course; their stories are their own and their pain is not my source material.

The only way in which I would write from someone else’s perspective is in equitable partnership with someone from that group (where copyright, royalties and credit are shared).

This would not necessarily mean we each wrote half a novel. The other person may not write a word; their contribution could be in opening a window onto insider existence and correcting the mistakes an outsider inevitably makes.

I’ve had people tell me that this is the job of a sensitivity reader. But I am cautious about the boundaries of that relationship because I think there are cases where the input of an insider advisor infuses the narrative to such a degree that they are really a co-author and should be treated as such.

I don’t think the question is who wrote what words, but whether the story could have been told at all but for the contribution of the insider.

Someone once told me that I was restricting myself as a storyteller. I don’t believe I am.

I am acknowledging boundaries, but boundaries do not necessarily limit or restrict. Boundaries can define a safe operating space, for myself and for others, and respect for individual and collective boundaries is part and parcel of acknowledging the inherent dignity of all human beings.

I have begun co-writing a speculative fiction YA novel that is told from the perspectives of two girls: one Chinese, and one Indigenous. I am writing the Indigenous girl, and Chinese-Australian author Rebecca Lim is writing the Chinese girl.

The original idea for the story was Rebecca’s, but already it is changing as we each negotiate our own identities and experiences.

This is not a story that is restricted by boundaries; it is one that would not exist without them. In the writing of it, Rebecca and I are creating something that is greater than the sum of both of us – and in such stories, I see the future.

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3. Guest Post: Traci Sorell on Signing with a Literary Agent

Kansas State U. Powwow with son Carlos & cousin Matthew Lester (senior)
By Traci Sorell
for Cynthia Leitich Smith's Cynsations

I had no idea how beneficial an agent could be when I attended my first SCBWI conference in October 2013.

I quickly realized how much about the industry I did not know.

I began to network with other children's writers, especially fellow Native Americans, and when it came time to look for an agent, I utilized that network extensively.

I questioned fellow writers with representation, especially those from Native/people of color backgrounds, about their experience. I asked how agents had presented themselves at conferences or other events. I read agent online interviews and social media posts.

I wanted my agent to be a steadfast partner with a strong work ethic. It is a long-term relationship, so both people have to be dedicated to maintaining it. I required someone who was excited about my work and associated with a well-respected agency.

Traci's Reading Chair
Ideally, I wanted someone who had editorial experience that reflects what I write—fiction, nonfiction, and Native/POC subjects. To be honest, this makes for a small submission list, so I did expand beyond that.

When I communicated with agents via email and telephone, I tracked whether what they shared reflected my list.

My gut got an extreme workout when I received two offers of representation on the same day. I cannot stress enough the importance of developing and checking in with trusted mentors.

Ultimately, I accepted Emily Mitchell's offer of representation with Wernick & Pratt Agency. She met every single item on my list. Her clients contacted me quickly and gave their honest feedback about her representation.

Emily had vetted me with my editor at Charlesbridge, her former employer. We had both done our homework.

To me, it is kismet that Emily presented at that first conference I attended—and in my home state of Oklahoma too! That day, she shared her desired client attributes—voice, authority, pragmatism and flexibility. I'd like to think I resemble her list, too.

Cynsational Notes

Follow @TraciSorell 
Traci Sorell writes fiction and nonfiction for children featuring contemporary characters and compelling biographies. She has been an active member of SCBWI since August 2013.

In April 2016, Charlesbridge acquired her first nonfiction picture book, We are Grateful: Otsaliheliga, from the slush pile.

The story features a panorama of modern-day Cherokee cultural practices and experiences, presented through the four seasons. It conveys a universal spirit of gratitude common in many cultures.

Traci is an enrolled citizen of the Cherokee Nation. She grew up in northeastern Oklahoma, where her tribe is located.

She is a first-generation college graduate with a bachelor's degree in Native American Studies from the University of California, Berkeley, where she graduated Phi Beta Kappa.

She also has a Master's degree in American Indian Studies from the University of Arizona and a law degree from the University of Wisconsin. Previously, she taught at the University of North Dakota School of Law and the University of New Mexico.

She also worked as an attorney assisting tribal courts nationwide, advocated for national Native American health care, and directed a national nonprofit serving American Indian and Alaska Native elders. She now lives in the Kansas City area.

See also Story to Contract: Traci Sorell’s Incredible Journey by Suzanne Slade from Picture Book Builders. Peek: "Be grateful. Every day. If you approach your creativity and the process of writing from a place of gratitude, it opens you up. You will be more aware of story ideas, available to hear critiques that improve your craft, and connected to others around you in the kidlit world. Gratitude opens up receptivity."

Emily Mitchell began her career at Sheldon Fogelman Agency, handling submissions, subsidiary rights, and coffee. She spent eleven years at Charlesbridge Publishing as senior editor, contracts manager, and director of corporate strategy. After a brief post-MBA stint in the non-publishing world, Emily returned to children's books at Wernick & Pratt.

Her clients include Geisel Honor winner April Pulley Sayre, author/photographer of Best In Snow (Beach Lane, 2016); Caron Levis, author of Ida, Always (Atheneum, 2016); and Frank W. Dormer, author/illustrator of The Sword in the Stove (Atheneum, 2016) and Click! (Viking, 2016).

Emily holds a bachelor's degree in English from Harvard University, a master's in secondary English education from Syracuse University, and an MBA from Babson College. She lives outside Boston.

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4. How university students infantilise themselves

Like their forebears in the 1960s, today’s students blasted university leaders as slick mouthpieces who cared more about their reputations than about the people in their charge. But unlike their predecessors, these protesters demand more administrative control over university affairs, not less. That’s a childlike position. It’s time for them to take control of their future, instead of waiting for administrators to shape it.

The post How university students infantilise themselves appeared first on OUPblog.

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5. Interview: Shana Mlawski on the History Surrounding Christopher Columbus

Hammer of Witches cover imageIn Hammer of Witches fourteen-year-old bookmaker’s apprentice Baltasar, pursued by a secret witch-hunting arm of the Inquisition, joins Columbus’s expedition to escape and discovers secrets about his own past that his family had tried to keep hidden. In this BookTalk, Shana Mlawski shares her views on Christopher Columbus, working with students and what she’d wish for if she had three wishes.

Hammer of Witches deals with some hard topics (rape, abandonment, war, and torture). What do you hope readers take away from Hammer of Witches?

Shana Mlawski: When I was first outlining Hammer of Witches, I knew I wanted it to be an epic adventure about sorcerers in 1492 Spain, and that’s what it is. I didn’t go in thinking, “Oh, boy! I can’t wait to write about rape and torture!” It was more like, “Okay, it’s going to be about this wisecracking kid and a girl genie and a dragon and a golem and…”

But history is history. I’m not going to whitewash it. We have plenty of people doing that already. In the year of 1492 Columbus sailed the ocean blue—and Spain conquered Moorish Granada, the Inquisition tortured people, the decimation of Taíno civilization began, and the world’s largest Jewish population was sent into exile. It’s a complex, fascinating era, but it’s a tragic era, as well. Ultimately, though, Hammer of Witches is an optimistic book. It’s about that moment when you accept that the world is more complicated than you were led to believe, and it’s at that moment you can start trying to make a difference.-History is history. I'm not going to whitewash it. We have plenty of people doing that already.-

Do you feel like schools glorify Christopher Columbus and his discovery of the New World? Do you think schools need to paint a more accurate portrayal of his journey to students?

SM: The fact that we use the word “discovery” shows how skewed our view of the voyages can be. I prefer “contact” and “conquest,” words that remind us we’re talking about two groups: the European explorers and the Taíno living in the Caribbean at the time. If you ask me, the Taíno side of the story needs to get much more play in classrooms and in the media.

I’d also prefer if teachers stopped asking whether Columbus is a hero or a monster, as if those are the only two options. When we answer “hero,” we disappear the Taíno from history or write off their struggle as unimportant. To argue the “monster” side, we often pretend the Taíno were passive (if noble and pure) victims. The story is so much more complicated than that, and so much more interesting. History is only useful to us when we remember it’s about humans like us, not cartoons.

Baltasar befriends a genie in Hammer of Witches, who, unfortunately, can’t grant wishes. If you met a genie who could grant you three wishes, what would you wish for and why?

SM: Oh, I’m not going to fall for this one. I’ve seen and read enough “Monkey’s Paw”-type stories to get involved with a genie. Next thing I know I’ll be sitting in a post-apocalyptic library with my glasses broken and no one left alive to fix them.

How has working directly with middle and high school students impacted the kind of stories you want to share with YA readers?

SM: My teaching experience has definitely sharpened my desire to tell stories about characters from different backgrounds. When I was a young nerd-in-training, most of the available fantasy books were about white, Christian kids in the U.S., Britain, or U.K.-inspired settings (the big exception being Ursula K. LeGuin’s Earthsea series). Although I’m white, those monochrome stories never reflected my experience as a child growing up in the New York Metro area. When I started teaching and tried to recommend books to my students, I saw how little things had changed. A black boy wanting to read about a kid who looked like him usually had to go for a “problem” book about drug use or gang violence, even if he wanted a sword-and-sorcery adventure. A girl looking for a Latina protagonist could find a book about the immigrant experience but not one about, say, sexy vampires. That’s why I’m not sucking up when I say I love that Lee & Low and Tu Books exist, and I’m incredibly proud to be part of the gang.

-History is only useful to us when we remember it’s about humans like us, not cartoons.-Did you have a favorite hero or heroine in a fantasy/sci-fi novel that inspires your writing?

SM: I don’t actively model my characters on heroes or heroines from other books, but that doesn’t mean inspiration doesn’t slip in from time to time. It does, but I usually don’t notice until long after I’ve finished writing the story. This time around, it occurred to me that the relationship between Baltasar and Catalina has a lot in common with the Taran/Eilonwy relationship in Lloyd Alexander’sChronicles of Prydain (although Bal has some Fflewddur Fflam in him, too). In any event, I’m cool with the connection, because Hammer of Witches is meant to be a play on Prydain-like stories. It’s what happens when you take that old quest story, brush off the dust, and stick it in the real world in 1492.


Shana Mlawski author imageShana Mlawski is a native New Yorker who writes educational materials and tutors middle and high school students. She has written more than a hundred articles for the pop culture website OverthinkingIt.com, some of which have been featured in The Atlantic Monthly, The Guardian, The Huffington Post, and Ms. magazine. She graduated cum laude from Yale with a B.A. in English with a concentration in creative writing, and received a master’s in education from Columbia University Teachers College. Hammer of Witches is her first novel.


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6. Plan Your Month Roundup: October Holidays

The weather is crisp and the leaves are starting to change color…it must be fall! Now that we’ve made it to October, we wanted to help you plan out the month with these book recommendations and resources:

Plan Your Month Roundup October Holidays

World Vegetarian Day – October 1

Health and Sports Day – October 10

yum hmm image
Image from Yum! ¡Mmmm! ¡Qué Rico! Americas’ Sproutings

Full Moon on October 16

Make a Difference Day – October 22

Halloween – October 31

National Bullying Prevention Month

Hispanic Heritage Month (September 15-October 15)

Philippines & Filipino Collection

Filipino American Heritage Month

Also worth checking out for October:

What are you favorite October reads? Let us know in the comments!

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7. Resources for New Writers on Publishing and Craft

If you’re a new writer, looking for ways to publish a book can be daunting. It’s great that we live in a time where there’s a wealth of information at our fingertips, but a simple Google search may not get you the results that you’re looking for. So where should a writer go to find resources on how to get published as well as resources on craft?

Below we’ve compiled a list of websites, interviews, and blog posts from our very own editors that discuss writing and the publishing industry. We hope these resources serve as a starting point for any budding writer embarking on their very first writing journey.

as fast as words could fly image
Image from As Fast As Words Could Fly

Advice for New Writers

In this blog post, editor Stacy Whitman answers questions with author Joseph Bruchac about writing, query letters, and publishing. You can also read the full AMA (Ask Me Anything) thread on Reddit here.

Hooks, Worldbuilding, and Plot

In this Ask the Editor series, Tu Books Publisher Stacy Whitman shares advice for aspiring authors, especially those considering submitting to our New Visions Award. The advice she shares includes how to hook the reader early, world building in speculative fiction, and refining plot.

The Revision Process

Once you’ve made it to the editing phase, check out this interview with two New Voices Award Winners, Linda Boyden (The Blue Roses) and Jennifer Torres (Finding the MusicEn pos de la musica), about how their revision processes helped them prepare their stories for the New Voices Award.

The Path to Publication

Every writer’s journey to publication varies, so to share their publishing experience, Authors Debbie Taylor (Sweet Music in Harlem), G. Neri (Yummy: The Last Days of a Southside Shorty), and LaTisha Redding (Calling the Water Drum) give writers insight on how different the path to publication can be here.

 Additional Resources

We’ve chosen the following sites as useful places to gain knowledge about the publishing industry and writing. We’ve even added a few links for illustrators. Click here for a list of recommended books for writers.

The Children’s Book Council (CBC)
CBC offers an up-to-date listing of its member publishers and contact names, as well as a diverse range of resources for writers and illustrators.

Picture Book
The online resource for children’s illustrators, publishers and book lovers.

Write for Kids
This site is dedicated to writing children’s books, with message boards and other helpful articles for published and aspiring writers. Recommended by Andrea Huelsenbeck.

Poets & Writers
A more adult-oriented site, but there are listings of calls for submissions for writers, a listserv for people to discuss writing issues, and other resources particularly for writers. They also have a news section where they keep people updated on the most recent happenings in publishing.

Pubishers Weekly (PW)
The electronic version of the print magazine. PW serves as a resource for following the publishing industry.

The Society of Children’s Book Writers and Illustrators (SCBWI)
One of the largest organizations dedicated to children’s book writers and illustrators. SCBWI produces bi-monthly national and regional newsletters which list awards, grants and articles pertaining to publishing. See the Bulletin for advice on how to promote your first book.

resources for new writersAs we all know one of the best ways to catch an editor’s eye is to submit a grammatically correct manuscript. These should help:

The Elements of Style (online)
Believe it or not, this little manual which is required reading for every writing course is on-line. As far as convenience, I think the paper edition is more portable, but if you’re writing at your computer anyway and need to look something up you’re just a mouse click away.

Merriam-Webster Dictionary (online)
Now this might not be a necessity, as real live dictionaries are not out of most writer’s budgets. However, you should give it a try.

Websites specifically for illustrators:

The National Center for Children’s Illustrated Literature
The NCCIL provides recognition of the artistic achievements of illustrators and gallery exhibition of their works.

The Eric Carle Museum of Picture Book Art 
Collects, presents, and celebrates the art of the picture book from around the world.

The Society of Illustrators
Mission: To promote and stimulate interest in the art of illustration, past, present and future, and to give impetus generally toward high ideals in the art by means of exhibitions, lectures, educational programs, social intercourse, and in such other ways as may seem advisable.

We hope these websites, blog posts, and interviews serve as great resources for any writer preparing their work for publication.

 Is there anything that we missed? Please share in the comments below!

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8. New Voice: Jenny Kay Dupuis on I Am Not a Number

By Cynthia Leitich Smith
for Cynsations

Jenny Kay Dupuis is the first-time author of I Am Not a Number, co-authored by Kathy Kacer, illustrated by Gillian Newland (Second Story, 2016). From the promotional copy:

When eight-year-old Irene is removed from her First Nations family to live in a residential school she is confused, frightened, and terribly homesick. 

She tries to remember who she is and where she came from, despite the efforts of the nuns who are in charge at the school and who tell her that she is not to use her own name but instead use the number they have assigned to her. 

When she goes home for summer holidays, Irene's parents decide never to send her and her brothers away again. 

But where will they hide? And what will happen when her parents disobey the law? 

Based on the life of co-author Jenny Kay Dupuis’ grandmother, I Am Not a Number is a hugely necessary book that brings a terrible part of Canada’s history to light in a way that children can learn from and relate to.

As an author-educator, how do your various roles inform one another?

My roles as an educator and author are intrinsically interconnected. I'm always searching for meaningful, engaging ways to reach out to young people so they can learn more about topics pertaining to Indigenous realities, diversity, social and cultural justice, and respectful relationships.

While working in the field of education, I realized that there were not many children's picture books available that focused on Indigenous realities through the lens of a First Nations family.

Co-writing I Am Not a Number with Kathy Kacer gave me the opportunity to reflect on the value of literature for young people and how educators and families can make use of picture books to start conversations about critical, real-world issues.

When writing my granny's story, I realized that I was drawing on my expertise as an Indigenous community member, educator and learning strategist. I was cognizant of how children's literature can be used as a gateway to encourage young readers to unpack a story ("community memories"), think critically, and guide them to form their own opinions about issues of assimilation, identity loss, oppression, and injustice; all of which are major themes deeply rooted in policies that have either impacted or still impact Indigenous peoples.

Jenny Kay Dupuis
A children's picture book like, I Am Not a Number can support educators, students, and families to engage in deep and meaningful conversations.

The story is about my granny, who was taken from Nipissing First Nation reserve at a young age to live at a residential school in 1928.

The book can be used to direct conversations about not only Indigenous histories, but also the importance of exploring the underlying concepts of social change, including aspects of power relations, identity, and representation. For instance, young readers can engage in a character analysis by exploring the characters' ethics, motivations and effects of behaviours, and the impact of social, cultural, and political forces.

Through strong characters, written words, and vivid illustrations, the readers can also explore aspects of imagery, the settings, and the power of voice (terminology) used to express feelings of strength, fear, loss, and hope.

My hope as an educator-author is that the book, I Am Not a Number, will inspire others to use children's literature to encourage young people to begin to talk about past and present injustices that Indigenous communities face.

How did the outside (non-children's-YA-lit) world react to the news of your sale?

I Am Not a Number was released on Sept. 6. The reviews have been overwhelmingly positive in Canada and the United States so far. One of the review sources, Kirkus Reviews, described it as "a moving glimpse into a not-very-long-past injustice." Booklist also gave it a starred review and highly recommended it. Other book reviewers have recommended it for teachers, librarians, and families. 

As a lead up to the launch of the book, I was asked by various groups (mostly educators) to present either in person or through Skype about topics linked to Indigenous education and the value of children's young adult literature. The sessions have been helpful for the participants to see how a book like I Am Not a Number and others can be used.

The book will also be available in French in early January by Scholastic.

What would you have done differently?

By Jenny's co-author, Kathy Kacer
A children's book is typically limited to a set number of pages. If more space was permitted, I would have liked to include a short description in the afterword of what happened after my granny and her siblings returned home from the residential school.

In my granny's case, she enrolled in an international private school. The school was located nearby on the shores of Lake Nipissing.

It offered her an opportunity to stay in her community with her family while still receiving an education. Her siblings also each chose their own life path.

What advice do you have for beginning children's YA-writers? How about diverse writers for young people? Native/First Nations writers for young people?

Although my first book is a story about my granny who was taken from her First Nations community at a young age to live in a residential school, we need to recognize that there are countless other community stories that need to be told by Indigenous peoples.

My advice for anyone who wants to get started writing children's-YA literature is relatively straightforward.

photo credits to Les Couchi for restoration of the photo
  • Have confidence in your abilities. Start by exploring a topic that you know about.
  • Be honest and authentic. Prepare to gather information to ensure the authenticity of the story through an accurate portrayal of the people, place, time period, experiences, language, and setting.
  • Be purposeful, thoughtful, and intentional. Take the time to identify what is the intended impact of the story. Writers need to continually ask themselves, "How will the readers be influenced by the characters, language, and overall messaging? How will the reader's view of their own world be expanded?
  • Be authentic. Since I Am Not a Number is a children's picture book, it was important that it include authentic imagery. A relative of mine, Les Couchi, had restored a series of old family photos. The old photos helped to inform decisions when communicating with the illustrator, Gillian Newland about the hairstyles, what items to include in my great-grandfather's shop, etc. One of the old photos is included in the book and shows my granny and her siblings outside their house.
  • Identify your responsibilities. Sometimes writers from diverse backgrounds have a greater responsibility that includes not just writing the story, but also educating others and transmitting knowledge about cultural, social, political, or economic issues buried within the story. In this instance, I Am Not a Number is not just about a First Nation's girl who was taken to live in a residential school, but it is a story that raises consciousness that Irene (my granny) is one of over hundreds of thousands of Indigenous children impacted by assimilation policies and racialized injustice.
  • Be patient and anticipate a lengthy process that may involve information gathering, several rounds of edits, fact checking, searching for the right illustrator, etc. As such, I regularly turned to my family between edits to get their feedback and continued to listen to their memories. Some of the stories included memories of how my great-grandmother often made the best homemade meat pies, baked breads, jams, and preserves.
  • Realize that your work is reflection of you. Just because something was done a certain way in the past, does not always make it right today. Be prepared to speak up and ask questions when you feel something does not feel right as you progress throughout the process, especially if you feel it feel it impacts your own ethics and values, or misrepresents a person's/group's racial or cultural identity or nation.
  • Discuss participation, consent and consultation. It is essential that publishers who engage with Indigenous authors fully recognize Indigenous expertise and honour the importance of how to respectfully work in collaboration with Indigenous peoples by ensuring their full participation, consultation, and informed consent at all stages.

Cynsational Notes

Visit Second Story Press
Dr. Jenny Kay Dupuis is of Anishinaabe/Ojibway ancestry and a proud member of Nipissing First Nation. She is an educator, community researcher, artist, and speaker who works full-time supporting the advancement of Indigenous education.

Jenny's interest in her family's past and her commitment to teaching about Indigenous issues through literature drew her to co-write I Am Not a Number, her first children's book. The book can be ordered from a favourite bookstore (Indiebound) and online from Amazon.ca, Amazon.com, and Indigo.

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9. All Roads Lead to Learning with Pathway to K

With a waiting list of more than 400 students, Vanessa Osbourne knew she needed to offer another option for the kids who weren’t going to be able to participate in the pre-kindergarten program.

Daniel Dominguez-Carmona shows the actions of a dragonfly to WSFCS Ready Schools Coordinator Eva Phillips in his “Pathway to K” classroom. Image via Winston-Salem Journal.

“We wanted to make sure that if those kids didn’t get a Pre-K experience that we offer something for them before school started,” said Osbourne, program coordinator for Winston-Salem, Forsyth County Schools.

Osbourne developed Pathway to K, a three-week course at the end of the summer designed to prepare kids who wouldn’t otherwise participate in Pre-K for kindergarten and introduce them to the kinds of activities they’ll be doing in school.

Thanks to a generous grant from the Kate B. Reynolds Charitable Trust, Pathway to K is able to access the First Book Marketplace and all that it has to offer. Each classroom has multiple sets of diverse books that aim to reach each and every child. When the program has parent engagement nights, kids and their guardians receive a brand new, high-quality book to take home.

Some of the parents or guardians participating in Pathway to K work multiple jobs and are striving every day to provide opportunities for their children, and it’s not always easy. The opportunity to participate in a kindergarten readiness program is huge for many families.

“We had a grandmother who was so excited when her grandson got in to Pathway to K,” Vanessa said. “She acted like it was a college application. When we told her, ‘Of course he got in,’ she ran around shouting, ‘He got in! He got in!’”

A program like Pathway to K is worth getting excited about. Vanessa uses her 30 years of experience in education to make sure each child is getting a well-rounded experience. During the three-week program children are introduced to books, practice counting and sorting and learn social and emotional skills.

But there is one thing that Vanessa hopes Pathway to K can instill in its tiny participants.

“Building that love of reading.”

Pathway to K was able to receive books through First Book’s partnership with Kate B. Reynolds Charitable Trust. If you work with children in need, you can access books and resources for your organization through the First Book Marketplace.

The post All Roads Lead to Learning with Pathway to K appeared first on First Book Blog.

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10. Monday Review: SACRIFICE (Serpentine Book 2) by Cindy Pon

Synopsis: Sacrifice is the sequel to Serpentine (reviewed here), and follows the continuing quest of Skybright to save her world and the people she loves from encroaching demons. By the end of the first book (minor spoilers ahead, so you might want... Read the rest of this post

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11. Building Classroom Community in First Grade

Check out LEE & LOW BOOKS’ Building Classroom Community Unit for First Grade! The FREE and downloadable unit consists of eight read aloud lesson plans to inspire your best classroom community yet.

The start of first grade is ripe with opportunities for building long-lasting positive school behaviors and attitudes. Time spent building relationships and establishing social and academic expectations can pay dividends all year long.

Using a rich collection of diverse picture books to support this work lays the foundation for a classroom culture of appreciation and acceptance.

The Building Classroom Community Unit for First Grade consists of eight read alouds and provides a structured approach for this important work, yet the lessons are flexible enough for you to teach language and behaviors specific to your students’ population, preferences, and goals. Each lesson is intended for multiple days so that from the beginning students are exposed to close reading and the value of multiple readings. We believe the first eight read alouds, or roughly the first two months of school, are critical to setting the tone of your classroom community, read aloud procedures, and expectations for engagement.

PINTEREST Building Classroom Community in First GradeDuring this unit you will:

  • review and build on the expectations for listening and discussion participation introduced in kindergarten, with a new emphasis on staying focused on a topic and building on others’ responses
  • encourage students to learn about one another through discussions of favorite individual and family pastimes and goals for the year ahead
  • engage in rigorous yet developmentally appropriate discussions about crucial topics such as individual strengths and challenges, managing disagreements kindly, and persevering through mistakes and difficult tasks

Each lesson may be used as a stand alone, but we hope that using these books as a broad unit will help lay the foundation for a strong classroom community with strong learning expectations. We designed the unit to spiral. Additionally, each lesson and book can be adapted for other grades (and we hope you will do this!).

Book extension activities encourage exploration of these topics through writing, drama, and art, as well as lay the foundation for collaborative learning during your year.

Here’s to a meaningful year of reading!

Screen Shot 2016-09-15 at 1.06.57 PM
Scope & Sequence

Download the FREE Building Classroom Community Unit for First Grade here

Further reading on teaching literacy in FIRST GRADE

Guided Reading Collections from Bebop Books

Stay tuned for second grade!

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12. Diversify Your Nonfiction With These 5 STEM Innovators of Color

How diverse is your nonfiction collection?

Often when we look at biographies featuring people of color, they repeat the same themes: slavery & civil rights, music, sports. But people of color have contributed positively in every field, including the fields of science, technology, engineering, and math. These contributions should be celebrated all year long, not just during heritage months or when there’s a special focus on diversity!
5 STEM Innovators of Color

Today on the blog, we feature 5 STEM innovators of color. Who else would you add to the list?

1. Soichiro Honda


Hondaby Mark Weston, illus. by Katie Yamasaki

 Founder of the Japanese car brand Honda, Soichiro Honda had an inventive mind and a passion for new ideas, and he never gave up on his dream. A legendary figure in the world of manufacturing, Honda is a dynamic symbol of lifelong determination, creativity, and the power of a dream.

Purchase the book here.

2. Gordon Sato

the mangrove tree

The Mangrove Tree: Planting Trees to Feed Families, by Susan L. Roth and Cindy Trumbore, illus. by Susan L. Roth

Dr. Gordon Sato spent part of his childhood in the Manzanar Internment Camp during WWII, and later became a scientist. He created the Manzanar Project, which found a way to use mangrove trees to provide fuel and food for communities in Eritrea. With alternating verse and prose passages, The Mangrove Tree invites readers to discover how Dr. Gordon Sato’s mangrove tree-planting project transformed an impoverished village into a self-sufficient community.

Purchase the book here.

3. Wangari Maathai

seeds of change

Seeds of Change: Planting a Path to Peace, by Jen Cullerton Johnson, illus. by Sonia Lynn Sadler

Wangari Maathai was the first African woman and environmentalist to win a Nobel Peace Prize. Seeds of Change brings to life her empowering story, from her childhood in Kenya to her role leading a national movement.

Purchase the book here.

4. Vivien Thomas

tiny stitches

Tiny Stitches: The Life of Medical Pioneer Vivien Thomas, by Gwendolyn Hooks, illus. by Colin Bootman

Vivien Thomas was an African-American surgical technician who developed the procedures used to treat blue baby syndrome. Overcoming racism and resistance from his colleagues, Vivien ushered in a new era of medicine—children’s heart surgery. This book is the compelling story of this incredible pioneer in medicine.

Purchase the book here.

5. Muhammad Yunus

twenty two cents

Twenty-two Cents: Muhammad Yunus and the Village Bank, by Paula Yoo, illus. by Jamel Akib

Muhammad Yunus is an economist from Bangladesh who founded Grameen Bank and pioneered the concepts of microcredit and microfinance, for which he won a Nobel Peace Prize. Twenty-two Cents is an inspiring story of economic innovation and a celebration of how one person—like one small loan—can make a positive difference in the lives of many.

Purchase the book here.

Also check out our STEM collections:

Adventures Around the World Collection earth day poetry collection

Earth Day Poetry Collection

Environmental Collection

Water Collection – World Water Day

Who did we miss? Let us know in the comments!

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13. Author Interview: Monique Gray Smith on My Heart Fills With Happiness & Advice for Beginning Writers

By Cynthia Leitich Smith
for Cynsations

Today I'm honored to feature Monique Gray Smith, "a mixed heritage woman of Cree, Lakota, and Scottish descent" and the author one of my favorite new titles--my official go-to gift book for 2016.

What put you on the path to writing for young readers?

I never set out to write for young readers and to be honest, I never saw myself as a writer.

When Tilly: A Story of Hope and Resilience first came out, it was marketed to adults, but then it won the Canadian Burt Award for First Nations, Métis and Inuit Literature.

This award sends 2500 copies of the winning book to schools and programs across the country, and all of a sudden, Tilly was in the hands of young people, in schools, classrooms and friendship centres and it became a YA book.

Congratulations on the release of one of my favorite new titles, My Heart Fills with Happiness, illustrated by Julie Flett (Orca, 2016)! What was your original inspiration for this title?

Thank you for your kind words about My Heart Fills. Working with Julie was a true privilege. We spoke on many occasions about the message and illustrations; it was a beautiful collaboration.

My Heart Fills with Happiness was inspired when I was facilitating a workshop on our history and resilience at an Aboriginal Head Start program.

At lunch, the children joined us and I witnessed a Kookum (Grandma) sitting in her chair and her grandson came running over to her. He stood in front of her and she took his face in his hands and his whole body changed. His shoulders went back, his chin came up and his eyes lit up.

What I saw was the way she looked at him with such love filled his heart with happiness. This got me thinking about what fills my heart and our hearts as human beings. A couple weeks later, I was visiting with five of my dear friends and as we were talking, the book came.

Literally, in one quick write, it was done. Only one line has been changed. My next children's book, called You Hold Me Up has also been inspired by Aboriginal Head Start. This is such a powerful program in our country and now has been running across our country for over 20 years and has 50,000 graduates. Culture and Language as well as Family Involvement are two of the six components of this program and as a result it is a significant aspect to the healing of Residential Schools in Canada.

What were the challenges between spark and publication, and what lessons were learned along the way?

This book was a gift from the Ancestors, I know that with every fibre of my being, Cynthia.

Her first book!
As I said above, there was only one line change and in the end there were three publishing companies that wanted to purchase it.

There were some miscommunications with the design between myself and Orca Publishing and as a result I think we have both learned the importance of ensuring connection throughout the project.

I know that this is a new way of relationships between author and publisher, but in these times of reconciliation, it is critical we work together instead of the publisher having all the power and decision making.

What did Julie Flett’s illustrations bring to your text? (Full disclosure: I'm a fan.)

Oh Julie! As I said above, it was a privilege to collaborate with Julie. When Orca informed me it was going to be Julie Flett illustrating My Heart Fills with Happiness I literally did a happy dance in my office. Not only do I admire Julie's contribution to literature; both as an author and illustrator, but I also have profound respect for her as a human being.

I think Julie's illustrations bring the words alive. The way she was able to capture the tender nuances on facial expressions and body postures is precious!

And the cover, I have had numerous girls say to me, "look, that's me on the cover." I think that says it all! When a child sees themselves on the pages it is incredibly affirming for them and in some ways, their right to be seen.

We all need to be seen and heard, but for generations literature has not only not seen us as Indigenous people, but especially not Indigenous women and girls.

Let me simply say, Julie's illustrations make this book what it is!

You also are the author of Tilly: A Story of Hope and Resilience (Sononis, 2013). Could you tell us a little about this book?

Tilly is loosely based on my life through Tilly's journey and the characters she meets they tell aspects of our history as Indigenous people in Canada. It weaves together some of our traditional teachings, culture and ways of being.

It also speaks to my personal journey of alcoholism and recovery and the beautiful relationship Tilly has with her alcohol & drug counsellor, Bea.

How have you grown as writer over time? 

Oh yes, I am still growing...and to be honest, hope to never stop growing. I am not a trained writer, so I need exceptional editing support.

One of the aspects where I feel I have grown the most is being willing to let the story flow through me.

I used to want to interrupt and pause the story, but now I close my eyes and type away or I share what I'm thinking into my phone. Especially dialogue between characters, that seems to come to me in the place between wakefulness and sleep.

What advice do you have for beginning writers?

Pay attention. Notice your surroundings, the mannerisms of individuals, the ways people speak, how the light looks on the land at different times.

I'd also say, put yourself out there: let others read your work, send it in to contests, send it to publishers. And remember, you will get on of three responses. Yes. Not yet. Or I have something even better in mind.

View of Gonzales Bay from Monique's office
How about Native American/First Nations authors?

Our people are craving to read our stories and stories that they can see themselves and their lived experiences in. Write them, share them. And if writing them isn't necessarily comfortable, talk them.

On most phones, there is the microphone app on email, if you record your story and then send it to yourself by email it will come as text and voila, you have your first draft.

I would also remind you of the importance of ceremony when writing. I find it helps ground me and opens me for the story to come through me. Offerings of gratitude help me every single day, not only when I am writing, but every day.

I would also say read as much as you can and raise up and talk about those you are reading.

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14. Celebrating Banned Books Week!

How fantastic is it that the theme for this year's Banned Books Week (Sept. 25 - Oct. 1) is Frequently Challenged Books with Diverse Content? We are all about books with diverse content here (well, not ALL, but it's one of the themes we feature... Read the rest of this post

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15. Celebrating 25 Books from 25 Years: Chess Rumble

LEE & LOW BOOKS celebrates its 25th anniversary this year! To recognize how far the company has come, we are featuring one title a week to see how it is being used in classrooms today and hear from the authors and illustrators.

Today, we are celebrating Chess Rumble, which explores the ways this strategic game empowers young people with the skills they need to anticipate and calculate their moves through life.

Featured title: Chess Rumble

 Author: G. Neri

 Illustrator: Jesse Joshua WatsonChess Rumble cover image

Synopsis: In Marcus’s world, battles are fought everyday—on the street, at home, and in school. Angered by his sister’s death and his father’s absence, and pushed to the brink by a bullying classmate, Marcus fights back with his fists.

One punch away from being kicked out of school and his home, Marcus encounters CM, an unlikely chess master who challenges him to fight his battles on the chess board. Guarded and distrusting, Marcus must endure more hard lessons before he can accept CM’s help to regain control of his life.

Awards and Honors:

  • Quick Picks for Reluctant Young Adult Readers, American Library Association (ALA)
  • Notable Books in the Language Arts, National Council of Teachers of English
  • Lee Bennett Hopkins Promising Poet Award, International Reading Association (IRA)
  • Top Picks for Reluctant Readers, BoysRead.org

G. Neri, an award-winning filmmaker whose work has earned him several honors. Inspired by his editor, Jennifer Fox, who had wanted to do an urban chess story for years and finally saw the possibility of making it come to life through him, Neri dove into the project with unbridled enthusiasm. “I loved the idea of using chess strategy as a way to approach life. I had dealt with a few teens who had come from troubled pasts and had difficulty finding an outlet for their inner struggle. So the idea of pairing a kid like this with a chess mentor who did not back down came naturally. It was a very organic process, and I let the characters tell me their stories.”

Neri hopes that readers will come away from Chess Rumble “think[ing] about their lives and the choices they make before they make them.” Pressed to continue, Neri says, “I hope they are intrigued to play chess, and maybe start thinking about acting on, instead of reacting to, negative situations. Acting considers what can happen if you make one choice versus another. Reacting just responds impulsively to the problem instead of thinking ahead three steps and maybe making a better choice.

Resources for teaching with Chess Rumble: 

Watch the trailer:

You can purchase a copy of Chess Rumble here.

For more titles about different experiences with bullying and peer pressure, check out our Bullying/Anti-Bullying Collection here.

Bullying Collection Cover Images

Have you used Chess Rumble? Let us know!

Celebrate with us! Check out our 25 Years Anniversary Collection.

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16. Author Rita Williams-Garcia & The Surely Do Dancers

By Cynthia Leitich Smith
for Cynsations

CSK Author Award Acceptance Speech by Rita Williams-Garcia from The Horn Book. Peek:

"...upon occasion, our histories are bound by peace and wonder as people of the planet Earth, looking up as we did on one night in the summer of 1969.
"In spite of some current rhetoric, very few of us on this soil can claim a separate and sole history. We are a joined people. Let’s keep looking up."

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17. Celebrating 25 Books Over 25 Years: George Crum and the Saratoga Chip

lee & low 25th anniversaryLEE & LOW BOOKS celebrates its 25th anniversary this year and to recognize how far the company has come, we are featuring one title a week to see how it is being used across the country in classrooms and libraries today.

Today we are featuring one of our favorite titles: George Crum and the Saratoga Chip.  This fun story looks at the history behind everyone’s favorite snack food: the potato chip! 

Featured title: George Crum and the Saratoga Chip

Author: Gaylia Taylor

Illustrator: Frank Morrison

About the book: Growing up in the 1830s in Saratoga Springs, New York, isn’t easy for George Crum. Picked on at school because of the color of his skin, George escapes into his favorite pastimes — hunting and fishing. george crum and the saratoga chip

Soon George learns to cook too, and as a young man he lands a job as chef at the fancy Moon’s Lake House. George loves his work, except for the fussy customers, who are always complaining! One hot day George’s patience boils over, and he cooks up a potato dish so unique it changes his life forever.

Readers will delight in this spirited story of the invention of the potato chip — one of America’s favorite snack foods. George Crum and the Saratoga Chip is a testament to human ingenuity, and a tasty slice of culinary history.

Awards and Honors:

  • Texas Bluebonnet Masterlist, Texas Library Association
  • Best Children’s Books of the Year, Bank Street College of Education
  • Distinguished Children’s Biography List, Cleveland Public Library

gaylia taylorAuthor Gaylia Taylor began writing for children after she retired from many years working as a Reading Recovery® teacher. Taylor stumbled across George Crum’s story while researching African American inventors on the Internet.

“I’m always looking for a story to tell, and George Crum caught my attention because his invention, the potato chip, is loved by so many people,” says the author in an interview. “I have to admit that a story about the potato chip peaked my own curiosity, because it is my favorite snack.” The more Taylor read about George Crum, the more interested she became in his life. The author says that all her research described George Crum as having a very distinct and colorful personality. “I just couldn’t let him go,” says Taylor. “I said, ‘George, we’ve got a story to tell!’”

Resources for Teaching With George Crum and the Saratoga Chip:

Explore Other Books About Food:

hot hot roti for dadaji cover

Hot, Hot Roti for Dada-ji

by F. Zia, illus. by Ken Min

sweet potato pie cover

Sweet Potato Pie

by Kathleen D. Lindsey, illus. by Charlotte Riley-Webb

hiromi's hands cover

Hiromi’s Hands

written and illus. by Lynne Barasch

cora cooks pancit cover

Cora Cooks Pancit

by Dorina Lazo Gilmore, illus. by Kristi Valiant

Also check out our Food and Cooking Collection! These books explore different foods and cuisines from around United States and around the world!

food and cooking collection

Have you used George Crum and the Saratoga Chip? Let us know!

Celebrate with us! Check out our 25 Years Anniversary Collection.

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18. My Friend Cora, and Other Children’s Books About Filipinos

pia ceres summer internPia Ceres was LEE & LOW’s summer intern. She is a recipient of the We Need Diverse Books Internship Program grant. She’s a senior at Brown University, where she studies Education & Comparative Literature, with a focus in French literature. When she’s not reading, you can find her watching classic horror movies from under a blanket, strumming pop songs on her ukulele, and listening to her grandparents’ stories about the Philippines. In this blog post, she describes a friendship she developed with a character, and highlights some of LEE & LOW’s Filipino titles.

Do you know my friend Cora? I met her this summer.

Cora is the star of the picture book Cora Cooks Pancitby Dorina Lazo Gilmore. She’s sweet, tan-skinned with a child’s moon-like face. She dreams of helping her mother cook Filipino dishes like adobo and lumpia and pancit, and one glorious day, she does just that. When Cora sits on the floor thinking about food while licking a spoon, I know we’re meant to be.

image from Cora Cooks Pancit

Of course, we make friends in books for reasons other than shared cultural experience. (Jo March, you’re my day one girl.) However, it’s increasingly critical that readers see their stories in books. When the values communicated in political rhetoric and popular culture can make a child feel ashamed or threatened for their differences, reflective stories provide crucial opportunity to help reframe their experiences in an affirming light.

When Mama asks Cora what she would like to cook, Cora “scrunched up her pug nose and began to think.” Memories of being teased about my low-bridged nose came tumbling back from time. But now, where there used to be shame, or longing for a Barbie doll’s features, Cora’s story creates the possibility of pride. She has a nose like me, and she’s smart, helpful, and adorable! At last, the positive mirror I didn’t even know I was waiting for until now.

So in the hope of inspiring conversation about taking pride in one’s heritage, and also recognizing the beauty of cultures different than one’s own, I’ve rounded up a few of LEE & LOW’s other Filipino and Filipino-American titles. With hope, they will be just the start of books that capture the Filipino/FilAm experience, making these stories accessible to all children.

  1. Abadeha: The Philippine Cinderella

Readers will be captivated by lush illustrations in this retelling of Cinderella, set in the little-represented world of the pre-colonial Philippines. Abadeha’s story begins as most Cinderella stories do, but what follows is an enchanting series of events that are deeply rooted in local mythologies. Magic takes unexpected forms, and fairytale fans will find Abadeha’s ending familiar, yet entirely new.

abadeha cover

Abadeha: The Philippine Cinderella, by Myrna Paz, illus. by Youshan Tang

Purchase a copy of the book here.

  1. Lakas and the Manilatown Fish

A warm and whimsical Manilatown, San Francisco, is the setting for a young boy’s adventures catching a troublesome talking fish. As the slippery ectotherm whirls through the streets, townspeople join Lakas’s rag-tag fish-hunting band. The language is doubly musical, as the book is written in both Tagalog and English!

lakas and the manilatown fish

Lakas and the Manilatown Fish, by Anthony Robles, illus. by Carl Angel

Purchase a copy of the book here.

  1. Willie Wins

When his teacher announces a contest to see who can save the most play money, a baseball-loving Filipino American boy brings his father’s alkansiya, a bank made out of a hollow coconut shell, to school. Even though the bully mocks his “old, dusty shell,” Willie is determined to win the competition and learns an important lesson about his heritage. For any reader who has brought a part of their home culture with them to school and been teased (be it a packed lunch or article of clothing), this book is a reminder that where we come from makes us special.

willie wins cover

Willie Wins, by Almira Astudillo Gilles, illus. by Carl Angel

Purchase a copy of the book here.

For more Filipino and Filipino-American books, check out our Philippines and Filipino Culture collection:

Philippines and Filipino Culture Collection

The quest for more diverse books never ends! Do you have any recommendations for books about the Filipino/FilAm experience? When was the first time you saw yourself in a book? Share in the comments below!


1 Comments on My Friend Cora, and Other Children’s Books About Filipinos, last added: 9/22/2016
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19. Building Classroom Community in Kindergarten

Check out LEE & LOW BOOKS’ Building Classroom Community Unit for Kindergarten! The FREE and downloadable unit consists of eight read aloud lesson plans to inspire your best classroom community yet.

The start of the kindergarten year is ripe with opportunities for building long-lasting positive school behaviors and attitudes. Time spent building relationships and establishing social and academic expectations can pay dividends all year long.

Using a rich collection of diverse picture books to support this work lays the foundation for a classroom culture of appreciation and acceptance.

The Building Classroom Community Unit for Kindergarten consists of eight read aloud lesson plans. Each lesson paired with a book is intended for multiple days so that from the beginning students are exposed to close reading and the value of multiple readings. We believe the first eight read alouds, or roughly the first two months of school, are critical to setting the tone of your classroom community, read aloud procedures, and expectations for engagement.

Scope and Sequence
Scope and Sequence

During this unit you will:

  • help students connect to one another by discussing things they like and their families
  • share goals for the kindergarten year to create a sense of shared purpose
  • establish a common vocabulary for discussing emotions, which will support both social and literacy goals
  • generate clear, specific expectations for active listening in groups and partnerships, respectful communication, treating one another with kindness, solving problems, and working together as a community of learners.

Each lesson may be used as a stand alone, but we hope that using these books as a broad unit will help lay the foundation for a strong classroom community with strong learning expectations. We designed the unit to spiral. Additionally, each lesson and book can be adapted for other grades (and we hope you will do this!).

Book extension activities provide initial opportunities to practice these crucial behaviors, and the resource materials you create will support ongoing focus on these topics.

Here’s to a meaningful year of reading!

Download the FREE Building Classroom Community Unit for Kindergarten here

Building Classroom Community in Kindergarten (1)Further reading on teaching literacy in kindergarten

Guided Reading Collections from Bebop Books

Stay tuned for first and second grades!

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20. Cynsational Summer Awards Roundup

By Cynthia Leitich Smith
for Cynsations

Boston Globe-Hornbook Awards for Excellence in Children's Literature: "Winners are selected in three categories: Picture Book, Fiction and Poetry, and Nonfiction. Two Honor Books may be named in each category."

The National Book Awards Longlist: Young People's Literature from The New Yorker. Peek: "...a novel in verse about a twelve-year-old soccer nut, an illustrated adventure story that draws on Chinese folklore, a work of nonfiction about a woman who survived the atomic bomb dropped by the U.S. on Nagasaki, a surreal love story involving rumored witches, and a graphic novel about the civil-rights movement co-written by a sitting U.S. congressman."

Lee Bennett Hopkins Poetry Award: "This year’s winner is Enchanted Air: Two Cultures, Two Wings: A Memoir written by Margarita Engle, published by Atheneum...."

Intellectual Freedom Award from the National Council of Teachers of English. Peek: "NCTE honors Matt de la Peña for his courage in standing up for intellectual freedom with the NCTE National Intellectual Freedom Award, given for de la Peña’s efforts to fight censorship not only through his words but also through his actions."

Willa Award Finalist
Willa Award Winner and Finalists from Women Writing the West. Peek: "Chosen by professional librarians, historians and university affiliated educators, the winning authors and their books will be honored at the 22st Annual WWW Conference in Santa Fe, New Mexico on Oct. to Oct. 16..."

Carter G. Woodson Book Award and Honor Winners: "NCSS established the Carter G. Woodson Book Awards for the most distinguished books appropriate for young readers that depict ethnicity in the United States."

Lammy Award from Lambda Literary. Peek: "Exciting news for Alex Gino and all of us who want this beautiful and important story of a transgender child in 4th grade to get into the hands of everyone who needs it."

NCTE Charlotte Huck Award for Outstanding Fiction for Children: "...established in 2014 to promote and recognize excellence in the writing of fiction for children. This award recognizes fiction that has the potential to transform children’s lives by inviting compassion, imagination, and wonder."

Parents Choice Book Awards: "Parents' Choice Foundation, established in 1978 as a 501c3, is the nation’s oldest nonprofit guide to quality children’s media and toys."

Finalists Announced for the 2016 Canadian Children's Book Centre Awards"The winners of the English-language awards will be announced at an invitation-only gala event at The Carlu in Toronto on November 17, 2016. The winners of the Prix TD de littérature canadienne pour l’enfance et la jeunesse will be announced at an invitation-only gala event at Le Windsor in Montreal on November 1, 2016. Overall, $135,000 in prize monies will be awarded."

International Latino Award (Chap Book)
2016 International Latino Book Awards: "...now the largest Latino cultural Awards in the USA and with the 257 finalists this year, it has honored the greatness of 2,171 authors and publishers over the past two decades. These books are a great reflection that books by and about Latinos are in high demand. In 2016 Latinos will purchase over $675 million in books in English and Spanish."

Writers' League of Texas Book Award Winners, Finalists and Discovery Prize Winners: "With over 1,200 members statewide and growing, the Writers’ League of Texas is a vibrant community that serves to educate and uplift Texas writers, whatever stage they may be at in their writing careers. In addition, the WLT offers valuable service to communities across the state with free programming in libraries and local schools."

Cynsational Notes

Submissions Guidelines Walter Dean Myers Book Award for YA Lit from We Need Diverse Books. Peek: "A submission must be written by a diverse author and the submission must be a diverse work. If a work has co-authors, at least one of the authors must be diverse..." Deadline: Nov. 1.

Lee & Low New Visions Award: "Manuscripts should address the needs of children and teens of color by providing stories with which they can identify and relate, and which promote a greater understanding of one another. Themes relating to LGBTQ+ topics or disabilities may also be included." Deadline: Oct. 31.

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21. Knock Down the Wall: 5 Books About Mexico to Celebrate Hispanic Heritage Month

books about mexicoToday marks the beginning of National Hispanic Heritage Month. During this period from September 15-October 15, we recognize the contributions made and the important presence of Hispanic and Latino Americans to the United States, including people from Mexico. 

With the heated current political climate and Donald Trump’s call to “build a wall” across the Mexico-US border, the relationships between Latinos in the US and US politicians have been strained, to say the least. Instead of isolating people because we deem them “others,” we think it makes much more sense to celebrate our differences and the things that connect us. America is great because of the variety of cultures and people that live here–and for many years, Mexico has been a friend and ally to our South, whose immigrants have contributed so much to American history and culture. So let’s celebrate the work and accomplishments of people from Mexico, as well as the beauty and culture of Mexico with these great books:

pot that juan built cover

The Pot That Juan Builtby Nancy Andrews-Goebel, illus. by David Diaz

This story is sure to enlighten all who are fascinated by traditional art forms, Mexican culture, and the power of the human spirit to find inspiration from the past.

Purchase the book here.

my papa diego and me

My Papa Diego and Me/Mi papá Diego y yo, by Guadalupe Marín, illus. by Diego Rivera

Guadalupe Rivera Marín shares some of her childhood memories of the world-renowned artist who also happened to be her papá. This intimate artistic portrait will delight readers, from the youngest art lovers to Diego Rivera’s biggest fans.

Purchase the book here.

summer of the mariposas

Summer of the Mariposas, by Guadalupe García McCall

This is not just a magical Mexican American retelling of The Odyssey, it is a celebration of sisterhood and maternal love.

Purchase the book here.

from north to south

From North to South/Del norte al sur, by René Colato Laínez, illus. by Joe Cepeda

José loves helping Mamá in the garden outside their home in California. But when Mamá is sent back to Mexico for not having proper papers, José and his Papá face an uncertain future.

Purchase the book here.

school the aztec eagles built

The School the Aztec Eagles Built: A Tribute to Mexico’s World War II Air Fighters, by Dorinda Makanaonalani Nicholson

This is the exciting story of how a Mexican Air Force squadron and an unknown schoolteacher made their mark in history by coming to fight alongside the US Air Force during World War II.

Book available for purchase in October!

Also consider these collections:

Mexican Culture Collection – This collection includes both fiction and nonfiction stories that highlight the work and accomplishments of people from Mexico, as well as the beauty and culture of Mexico.

Carmen Lomas Garza Collection – Carmen Lomas Garza is one of the most prominent Mexican American painters working today. She has many award-winning books including Family Pictures, In My Family, Magic Windows.

Juan Felipe Herrera Collection – Juan Felipe Herrera was 2015’s U.S. Poet Laureate and an award-winning author of  four beloved picture books for young readers from our Children’s Book Press imprint.

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22. Publisher Interview: CEO Nancy Traversy of Barefoot Books

By Cynthia Leitich Smith
for Cynsations

"Barefoot Books was founded in 1992 by two young moms working from home with the dream of creating beautiful books that celebrate diversity, spark curiosity and capture children’s imaginations."

There's been an ongoing conversation about diversity in children's literature. What are your thoughts on the subject?

Children's publishers, and the media industry as a whole, have a huge responsibility to create diverse, inclusive content for kids. Barefoot Books has always been committed to celebrating diversity and inclusion; but our mission, and the task of nurturing empathy in our children, has never felt more urgent than it does today.

As our culture faces what President Obama has called an "empathy deficit," it's important for us to work hard to do better by our children. All children deserve to see themselves, their families and their experiences represented in the books they read. They also need to see and understand others, in order to develop empathy, and grow into compassionate, responsible global citizens, prepared to thrive and contribute in their communities and in professional and academic spheres in the 21st century.

Our children look up to us; they're listening to our conversations, soaking in and internalizing our attitudes and beliefs about ourselves and others. It is now more important than ever for parents, educators and caregivers to share diverse and inclusive books with the children in their lives and to start conversations about empathy and compassion.

How is Barefoot Books responding in terms of diverse representation on your list?

This month, we are particularly excited to be introducing what is perhaps our most meaningful, and certainly most timely, publication to date, The Barefoot Book of Children, which empowers caregivers and educators to start important conversations with children about diversity, inclusivity and acceptance.

We worked with a team of both U.K.- and U.S.-based diversity and inclusion experts to represent a wide range of children as accurately as possible; and the result, with meticulously researched hand-painted art by award-winning illustrator David Dean, is a playful, powerful and thought-provoking celebration of both the big ideas and everyday moments that reveal our common humanity and tie us all together.

At Barefoot, we've always been passionate about celebrating diversity of all kinds in our books: it's one of our core values and central to our mission as a company.

We began nearly 25 years ago by publishing myths, legends, folk and fairy tales from all over the world.

We started to introduce children to other cultures more overtly with our "Travel the World" series by author Laurie Krebs, which includes titles like We All Went on Safari, We're Sailing to Galapagos and Up and Down the Andes, all with fascinating additional information about people, cultures, history and more.

However, we aim to celebrate more than just cultural diversity. Many of our picture books - such as Mama Panya's Pancakes and The Girl with a Brave Heart - immerse readers in the experiences of children from around the world and also foster compassion for others.

From The Animal Boogie, which has sold well over two million copies, and our other other best-selling singalongs, to The Boy Who Grew Flowers, which was written by the author for her brother who has autism, our books strive to offer positive, strong, relatable characters to children who may feel different from others.

We also strive to introduce children to other faiths and religions with books like The Wise Fool, a light-hearted introduction to Islamic culture; and The Mountains of Tibet, a gentle story from the Tibetan Buddhist tradition.

A couple of years' ago, we published My Big Barefoot Book of Wonderful Words, which depicts a multi-racial family in a contemporary urban setting - "Richard Scarry for the 21st century". We worked with Beth Cox, founder of Inclusive Minds, to ensure that we accurately represented people of all races, cultures, abilities and lifestyles.

This book is now available in bilingual Spanish/English and French/English versions.

How about diverse voices (AKA authors) and visions (illustrators)? Do you have a message for those children's book creators?

Being inclusive means relating to each other in ways that give a voice to everyone - and that means publishing books not only for all children, but by a wide range of creators!

When introducing children to cultures from around the globe, it's vitally important to ensure that they're getting an accurate perspective from the authentic voice of a local creator.

From the very beginning, we've commissioned authors and illustrators from all over the world, including Tehran-born Israeli pop star Rita Jahanforuz, author of The Girl with a Brave Heart; Lebanon-born Wafa' Tarnowska, author of The Arabian Nights; and Mexico-born Caldecott Honor-winner Yuyi Morales, illustrator of Sand Sister.

We continually strive to find contributors who can provide that authentic voice and vision; it's a core part of our editorial conversation.

How are you doing outreach to Native children and children of color?

Barefoot is unique in the publishing industry because of our emphasis, not only on creating beautiful books, but also on growing a vibrant community of people who share our core values. We sell our books to schools, libraries and independent retailers as well as through our passionate network of home-based sellers called "Ambassadors" who are united by our mission to share diverse, inclusive and inspiring books.

Many of our Ambassadors use their businesses to give back and raise funds to promote causes that are important to them. Some are involved in promoting literacy in various underserved communities whose children have historically been underrepresented in children's books, including children of color. We are so proud of the incredible work our Ambassadors are doing to advance our mission to share stories, connect families and inspire children.

Is there anything you'd like to add?

For nearly a quarter of a century, Barefoot has been creating beautiful books for children that nurture creativity and compassion, and that celebrate diversity in all its forms. Discussions about race, diversity and inclusion are happening everywhere - in homes, in our children's schools, even in their playgrounds.

Books offer an essential and accessible resource for parents and educators to kickstart crucial conversations about these important topics with our children.

Since our founding in 1992, Barefoot has put nearly 20 million books into the hands of children and we would love to make that 100 million!

We believe the time is ripe to build some real momentum and create a movement of people who want to change the conversation and start to create a more accepting, inclusive world for our children.

Find more diverse and inclusive books. Explore our free tools to help start conversations with children about diversity and inclusivity.

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23. Welcoming Week: Q&A with Author Anne Sibley O’Brien

Welcoming Week_I'm New Here

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.

Welcoming Week_Anne Sibley O'BrienThat 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.

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24. Scholastic Book Club to Offer Rain Is Not My Indian Name by Cynthia Leitich Smith

By Cynthia Leitich Smith
for Cynsations

Scholastic Book Club will soon be offering my debut tween novel, Rain Is Not My Indian Name, as a diversity selection through book clubs.

Rain Is Not My Indian Name (HarperCollins and Listening Library, 2001)(ages 10-up). Available as an unabridged audio download. From the promotional copy:

The next day was my fourteenth birthday, and I'd never kissed a boy -- domestic style or French. Right then, I decided to get myself a teen life.

Cassidy Rain Berghoff didn't know that the very night she decided to get a life would be the night that Galen would lose his.

It's been six months since her best friend died, and up until now Rain has succeeded in shutting herself off from the world. But when controversy arises around her aunt Georgia's Indian Camp in their mostly white Midwestern community, Rain decides to face the outside world again -- at least through the lens of her camera.

Hired by her town newspaper to photograph the campers, Rain soon finds that she has to decide how involved She wants to become in Indian Camp. Does she want to keep a professional distance from the intertribal community she belongs to? And just how willing is she to connect with the campers after her great loss?

In a voice that resonates with insight and humor, Cynthia Leitich Smith tells of heartbreak, recovery, and reclaiming one's place in the world.

Cynsational Notes

Rain Is Not My Indian Name was an Oklahoma Book Award finalist and earned Cynthia the title of 2001 Writer of the Year from Wordcraft Circle of Native Writers and Storytellers.

“Tender, funny, and full of sharp wordplay, Smith’s first novel deals with a whole host of interconnecting issues, but the center is Rain herself. What’s amazing here is Rain’s insights into her own pain, and how cleanly she uses language to contain it.”
— Kirkus Reviews

“There is a surprising amount of humor in this tender novel. It is one of the best portrayals around of kids whose heritage is mixed but still very important in their lives. It’s Rain’s story and she cannot be reduced to simple labels. A wonderful novel of a present-day teen and her ‘patch-work tribe.'”
 — School Library Journal

“…readers will feel the affection of Rain’s loose-knit family and admire the way that they, like the author with the audience, allow Rain to draw her own conclusions about who she is and what her heritage means to her.”
— Publishers Weekly 

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25. #DVpit is Back on October 5th and 6th!

After the success of the first #DVpit event in April, #DVpit is back for another round of Twitter pitching fun on October 5th and 6th! If you’re unfamiliar with this event, #DVpit is a Twitter pitch contest created to showcase pitches by marginalized voices and help connect them to agents and editors.

While the number of diverse books is increasing, the number of new diverse authors entering the field remains low. Significant barriers remain for authors of color, Native authors, disabled authors, and other marginalized voices. With that in mind, we are excited to share information on this special Twitter event! The information below is cross-posted with permission from literary agent Beth Phelan’s #DVpit website.


A Twitter Pitching Event, Hosted + Moderated by Beth Phelan

October 5, 2016: 8AM – 8PM ET for Children’s and Teen Fiction/Nonfiction
October 6, 2016: 8AM – 8PM ET for Adult Fiction/Nonfiction

#DVpit logo


What is #DVpit?

#DVpit is a Twitter event created to showcase pitches about and especially by marginalized voices. This includes (but is not limited to): Native peoples and people of color; people living and/or born/raised in underrepresented cultures and countries; disabled persons; people with illness; people on marginalized ends of the socioeconomic, cultural and/or religious spectrum; people identifying as LGBTQIA+; and more.

The first #DVpit took place on April 19, 2016 and was a national trending hashtag. There have been over 15 authors signed by agents as a direct result of this event so far, with editors from small to mid-size to Big Five publishers requesting to receive the manuscripts at submission stage.

#DVpit was covered by Bustle, Salon, YA Interrobang, and multiple blog sites like Lee & Low Blog and Daily Dahlia.

The event was created and is moderated by Beth Phelan, a literary agent at the Bent Agency.


When is the next #DVpit?

#DVpit will occur over two days. Please make sure you are pitching your work on the appropriate day; many of the agents and editors will only tune in on a specific day, to see the pitches in the categories they represent/acquire.

October 5th will be for Children’s & Teen Fiction/Nonfiction (picture books, chapter books, graphic novel, middle grade, young adult).

October 6th will be for Adult Fiction/Nonfiction (all genres, commercial and literary).

The event will run on each day from 8AM ET until 8PM ET using the hashtag #DVpit on both days.


What kind of work can you submit?

The participating agents and editors will be looking for a variety of work, including all categories of fiction for adults, teens, and children, as well as nonfiction—as long as they qualify per the description here.

Please only pitch your completed, unpublished manuscripts.


How do you submit?

The event will be broken up over two days, one for Children’s & Teen Fiction/Nonfiction (October 5) and the other for Adult Fiction/Nonfiction (October 6). Please make sure that you pitch on the appropriate day.

Your pitch must fit the 140-character max, and must also include the hashtag #DVpit.

Please try to include category and/or genre hashtags as well.

We will trust that your pitch is for a diverse book / you are a diverse author, but if you want a quick way to make the diversity in your work more apparent in your short pitch (and you can fit a few more characters), I also encourage you to include an abbreviation as an easier way to get that information across. Examples: OWN (to suggest #ownvoices), POC, LGBT, DIS (disability), IMM (immigration), etc. These codes are up to you—I’m in no place to judge or police how, or even if, you label your experience. Please remember they are optional. You will *not* be at a disadvantage if you don’t include them! If you do want to add, please make the abbreviation as clear and straightforward as possible for our agents/editors.

Please pitch no more than once per hour. You may use the same pitch, or shake things up by using different pitches for the same project. You may pitch more than one project at a time, as long as they are completed and unpublished.

Please do not tweet-pitch the agents/editors directly!

The event will run from 8:00AM ET until 8:00PM ET, so please only tweet your pitches during that block of time, on the appropriate day.

What happens next?

Agents/editors will “like” your pitch if they’d like to see material from you, so please don’t “like” other authors’ pitches. Please also do not retweet. To show support, you can always reply or quote-tweet with compliments.

Each agent/editor will have their own preferences for receiving submissions, so if you get a “like” from someone, please refer to their Twitter feed to see what they ask for, and how you can contact them.

All of these agents/editors are invested in finding more marginalized voices, so if you’re comfortable with it (and ONLY if you are comfortable with it), I encourage you to self-identify in your query, or just simply let us know that the story and/or character(s) reflect your own experience (or even in your pitch if you have the space and the inclination).

If you see that multiple agents/editors from the same company have “liked” your pitch, please contact them directly for their policy on multiple submissions, or reach out to me and I will be happy to find out for you.

Keep in mind that many agents/editors will get sidetracked with their usual work or unexpected crises and may have to revisit the feed after the event is over. So don’t be surprised if you receive “likes” after the period closes!

Our own Stacy Whitman, publisher of our Tu Books imprint, will be participating again this round. So get those pitches ready for October 5th!

If you need help with your pitch, check out these helpful resources here.

For more information, please visit the #DVpit website.


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