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Summer reading. We all do it! We all spend so much energy, creativity, resources, and sanity on this one extraordinary time of year to promote the joy of reading and learning in our communities and to combat the summer slide. As we wrapped up summer reading this year my team and I were wondering about what other libraries were up to during this crazy busy season. We sent out a survey and 59 libraries responded. Here is what they had to say.

To Theme or not to Theme?

37.5% of respondents use the CLSP theme for summer reading, 18.75% use the iRead theme, 18.75% selected “other,” 12.5% create their own themes and 12.5% don’t use a theme at all. One Canadian respondent uses the TD summer reading club site (http://www.tdsummerreadingclub.ca/).

When does summer start?

13.33% start registration on the last day of school for their district, 13.33% start on the Monday after the last day of school, 26.67% of our respondents catch em’ before school ends, and 46.67% selected “other” with the most common response being June 1st.

How many weeks of programming do you offer in the summer session?

40% of respondents offer 8 weeks of programming in the summer session and 6.67% offer 6 weeks, but several noted in the comments field that they offer 9 weeks, and there were a few stalwart souls who offer 11 or 12 weeks.

Can participants log reading for a longer period of time than you offer summer classes and events?

46.67% of respondents said yes, while 53.33% end it all at the same time. Several libraries commented that they extend logging for a week or so after programming ends.

Do you require a library card for participants to…

Only one library required a card for participants to log reading and/or activities. Two respondents require library cards for participants to attend high demand programs, classes or events. 80% of respondents do not require a card to log reading or attend programs.

What do you track?

78.57% track time spent reading or listening to books and 35.71% track titles read. None of our respondents track pages read. 42.86% also track learning activities, challenges, or anything other than reading. In our library, we decided to track learning activities in addition to reading because we wanted to recognize and encourage the learning taking place around our city all summer long. Several respondents commented that they track early literacy activities for pre-readers. One library shared that they have a Summer STEM program with this great quote: “Students do five STEM explorations to get a science themed prize. The goal this year was for kids to recognize that many of the activities they already enjoy, like playing with LEGO blocks or catching hermit crabs, are STEM related, and that science isn’t just something you do in a classroom.” Several respondents commented that they give credit for program attendance and bonus activities completed that are tied to their themes or that encourage participants to check out library resources like STEM kits, e-books or audiobooks.

Do you set a reading goal for participants, or can they choose their own goal?

64.29% set a reading goal for participants and 35.71% have participants choose their own goals. Set goals included amounts of time like 600 minutes of reading for all age groups, 5 hours or 30 minutes each day.

One library commented that they set a goal of 3000 books to be read by all of their participants. They did not set individual goals. “Some kids read 1 book, while others read 30. The kids smashed the goal with a final total of 3621.” Another library noted that participants can read more than the set goal, but additional prizes are not awarded. A respondent said that they ask students to read 2.5 hours as a goal, but participants can complete the goal as many times as they’d like over whatever time period they’d like. A library that encourages participants to set their own goals commented that the “participants decide how many books they would like to read (or listen to, if they’re not yet reading) during the summer months. We don’t hold customers to their goal-if a child sets their goal too high and doesn’t reach it, they can still claim their participation prize.” Another library stated that “in special circumstances, individuals that feel they need to set higher or lower goals for themselves are allowed to do so.”

If you offer summer reading online, what do you think of the software product you are using?

There appears to be some frustration out there about online summer reading options. Several libraries mentioned wanting more customization, family registration options, a less cumbersome registration process, simpler logging procedures or a more user friendly product. Positive comments on summer reading software included liking the online compilation of statistics and helpful support staff. Several libraries mentioned that they are looking for new software products for summer reading for next year.

If you offer an online summer reading program, do you also offer a paper logging option?

61.54% answered yes and 30.77% only offer logging online.

Winner, Winner, Chicken Dinner! What prizes can participants earn?

Books were the most commonly mentioned prize with 87.10% of our respondents and entries to grand prize drawings followed at 77.42%. 74.19% use coupons donated by local businesses as prizes. Virtual badges and abandoning prizes all together were not popular choices for our respondents, although one respondent commented that “I would like to go prize-free, or do prizes that are a logical extension of the behaviors we want to encourage (like books, entry into events).” Another library shared that “this year for the first time one of the prize choices was to staple a ticket to the bulletin board. Each ticket represented ‘a donation’ (kept purposely vague because this was the first year and we didn’t know what the response would be) to a local charity. This was especially popular with the older students.”

If you offer grand prizes, what are they?

Libraries gave away some amazing grand prizes this summer including museum memberships, tickets to Broadway shows, Kindle Fires, book store gift cards, sets of books, STEM activity backpacks, Story Time backpacks, gift baskets or prize packs with donations from area businesses, a 3D doodler pen, a Spin Bot, lunch with a Hero, a ride in toy car, a doll with accessories, a guitar with an amplifier, iPads, experiences like a disco party or stadium tour, and birthday parties or family memberships from the city’s athletic center.

If you offer virtual badges, what can participants do with them after they earn them?

The few responses we got on this question were evenly divided between sharing them on social media, displaying them on a certificate, and earning a prize or grand prize entry for completing a certain number of virtual badges. One library commented that the goal of virtual badges is to keep track of what you’ve learned. Another library participates in a City of Learning program. Virtual badges are earned in conjunction with that program. Library staff submit their participation to the site, it emails them telling them that they earned a badge and how to claim it. The badges live on the City of Learning site.

Do you offer a grace period for prize pick up after your program ends?

59.38% answered yes, we continue handing out prizes for a little while after the official end date. One library hands out prizes until they run out or participants stop asking for them. 31.25% have a firm end date. None of our respondents offer online prizes that participants can print out on their own. One library noted that they like to have a grace period when possible, especially for groups.

What was your most successful summer program, class or event this year?

At our library, Pete the Cat’s visits to our 3-5’s story time classes were a huge hit. We saw a massive demand for our smaller hands-on learning STEM classes for our elementary kids, and our Teen Tech It and Take It events were very well attended. For our respondents, performers, especially those that featured animals, were frequently mentioned. One library had a very successful “Super Hero Boot Camp.” Another library offered a tween program called “League of Heroes Unite” in which participants got to create their own superhero personas, hunt evil villains, and dispatch them with water balloons. A weekly “Lego Lab” was very popular as was a “Cupcake Wars” program. A “Cowboy Round-Up” included cowboy crafts and pony rides. One library offered a maker space that was packed every hour that it was open. Other successful events included a Frozen Sing Along, Minecraft programs, puppet shows, music and movement story times, a ladybug release, a STEAM camp for 3-5th graders that met once a week for 4 weeks, a Star Wars celebration, and a Teen Anime Con. One library mentioned that although their book clubs had smaller attendance, they received great feedback from these participants.

Any lessons learned from less successful summer classes or events?

• “It turns out that heroes don’t have a lot of spare time to read to children. We had programs interrupted when firefighters had to go fight a fire etc.”
• “For myself, my monthly Science Afternoons were my least successful programs. I sabotaged myself by trying something new each time and having something go wrong two of the three programs because my preparations were not sufficient.”
• “We were excited about the superhero theme and went overboard scheduling superhero-themed programs, but our community didn’t turn out in droves for those events. So I’d make sure to do a more well-rounded calendar of programs, despite the theme.”
• “It never hurts to try something out! I am relatively new to my library and was warned that movies and story times get a low turnout. Well, movies may have been a dud, but story times were a hit. I am so glad that I attempted both.”

Tickets, Waiting Lists, and No Shows, Oh My!

61.29% offer tickets for some programs but not for everything. 6.45% offer online ticketing and 16.13% offer paper tickets in the library. 29.03% do not require tickets for anything. Responses were pretty evenly divided between releasing tickets 30 minutes in advance, 1 hour in advance and 2 weeks in advance of programs. Several libraries mentioned using Eventbright, Eventzilla or Evanced for online registration or tickets.

Respondents had quite a bit to say about strategies for meeting demand, avoiding no shows, and handling waiting lists.

• “When we see a huge demand for a particular class or event, we do our best to add additional sessions in the future. This is, of course, not helpful for the unhappy potential participants that did not get to attend that day. We did see a decrease in ‘no shows’ when we started distributing tickets an hour before each class instead of handing out tickets for everything when the library opened. We plan to move this to 30 minutes in advance as we typically run out of tickets quickly.”
• “We pad the tickets by 15% and have a waiting list to let folks in in place of ‘no shows.’”
• “This year we partnered with [the Civic Theatre] to host our special performance programs. The theatre seats up to 700 guests, this ensured that all families would not be turned away. For the first time in years, parents and younger children were able to attend the performances. The change was greatly appreciated by the community. Zero complaints this year.”
• “We only limit attendance on programs that require expensive materials or that would be best attended in small groups (workshop type). In these cases we physically call all sign-ups the day prior to the event in an attempt to confirm attendance. We still have no shows with this method, so we have learned to expect that and encourage the first few people on the waiting list to come on in and just wait to make sure we have room. It almost always works out.”
• “We struggle with this! We have a waiting list, but that doesn’t always work, and our registration is early enough that people forget. We are going to try to have more drop in programs next year.”
• “We pass out tickets 30 minutes prior, and they must be in line, so there are no no-shows. We used to allow online registration for programs, but stopped. That has had an overwhelmingly positive impact on most programs.”
• “We more or less avoid registration at all costs because of the no show problem and because we don’t want to exclude interested families or add barriers.”

How do you market your Summer Reading Program?

Libraries are using a variety of methods to get the word out including pop-up libraries at Parks and Recreation events and billboards! The library website, social media, flyers to share with schools and in the library and school visits are the most common marketing methods.

How did this summer compare to last summer?

• 51.92% of respondents selected “Wowza! Our numbers are up!” whereas 48.08% selected “Oh no! Our numbers are down!”
• “Our numbers are down. We have had online summer reading software for 2 years now and we have learned that if it is not easy to register and to log, especially when a parent is logging for multiple family members, they simply will not use it.”
• “Numbers are up-I think we satisfied our customer base and attracted new readers in our teen category.”
• “I think numbers are up due to the streamlined approach we went with this year. We wanted it to be an all-inclusive program. We also gave out free reusable bags when patrons signed up for the program, so that may have helped as well.”
• “I wish I knew! We have a lot more working parents in the community. We are trying to find new ways to reach the grandparents who are doing the majority of our local childcare. Unfortunately, we can’t get the families to come to evening events either.”
• “The accessibility of being able to sign up online clearly helped, and having the pressure off of the individual children to read a certain number of books allowed them to read what they were comfortable with. This freed kids to go all out without feeling like they missed something because they exceeded the reading limit, or read up to the prize maximum as they liked.”
• Several libraries mentioned school visits, outreach in the community, and increased publicity as contributing factors to an increase in participation.

What is the funniest thing that happened at your library this summer?

• “Well, a kid did wander up to the desk and take a big swig out of a staff member’s water bottle! We are all keeping a much closer eye on our beverages now!”
• “The juggler asked before the show if it was ok to juggle fire. We have a carpet floor. We said yes, but were ready to grab the fire extinguisher the whole time!”
• “A child kept all her check-out receipts from the books she had checked out and read this summer, taped them together, and then unfurled them for us when she picked up her prize. It was like 10 feet long!”
• “The funniest thing this summer was how less stressed the staff were. We didn’t worry about how many kids were registering. We just offered the program and didn’t worry about whether we were higher than last year. It was great!”
• “We give out Chipotle coupons. A teen was at the desk while I was telling some kids about the SRG. He looked at me after they walked off and said, ‘so…tell me more about this free burrito. I’m NOT saying I’ll sign up. I’m just saying that if I did, it would be for the burrito.’”

Is there anything else you would like to share about summer reading at your library?

• “We took a week off programming in the middle (July 4th week) and ran a Scholastic book fair. Did very well, and staff finished the summer much less exhausted.”
• “I love my beanie baby program! Every year I purchase or receive donations of beanie babies. On the last day of the school year, they go up for adoption. Kids select their beanie baby and pledge to read 3 books and write 3 book reviews to be able to take them home. The beanie babies themselves are great salesmen, attracting a lot of attention.”
• “It is fun, but there has to be a better way to make it more about literacy and reading instead of performers. Performers and big blow out programs get the people in the door, but unless they check out I am not sure it’s worth the $$ spent.”
• This is my summer reading plan http://inshortbusy.blogspot.com/2015/05/summer-reading-2015-edition.html and this is the evaluation http://jeanlittlelibrary.blogspot.com/2015/09/this-is-what-summer-looks-like.html
• “People seem to like our program, because they get to set their own reading goal, and it’s a simple program (set a goal, reach your goal, get a book as a prize).
• “I changed the name from last year’s ‘Tween/Teen Crafts’ to ‘Middle School Makers’ and saw my attendance quadruple, despite offering very similar activities.”

Whew! You all had a lot to say about summer reading! Many thanks to everyone who completed our survey! This survey was performed independently of ALSC. If you have questions about the survey or would like to have more detailed information about the responses, please contact me directly at [email protected].

(Photos courtesy guest blogger)

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Our guest blogger today is Jennifer Cummings, Youth Services Manager at the Frisco Public Library in Frisco, Texas. She just survived her 14^th summer reading program, and it remains her favorite time of year!

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

 

The post Survey on Summer Reading Trends appeared first on ALSC Blog.

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Last month I was privileged to represent ALSC at the NBCDI Conference. What is NBCDI, you ask? Good question.

NBCDI is The National Black Child Development Institute focusing on improving and advancing “the quality of life for Black children and their families through education and advocacy” (from www.nbcdi.org/who-we-are/who-we-are on 11/1/2015). This year was the 45th annual conference held in Arlington, Virginia, that included a host of sessions on a variety of educational topics. Several national speakers were featured in the plenary sessions, including Geoffrey Canada, Founder of the Harlem Children’s Zone. On the final day of the conference, I participated on a panel for the program, Early Learning in Museums and Libraries: Tools, Partnerships, and Promising Practices.

Tim Carrigan, Senior Program Officer at the Institute of Museum and Library Services organized the program and invited the Association of Children’s Museums and the ALSC to share our perspectives and initiatives around early learning. Tim gave an overview of IMLS priorities, as well as national programs and partnerships including:
•BUILD Initiative – better integrating libraries and museums into statewide early childhood systems.
•Reach Out and Read – Prescription for Success fosters collaborations between medical professionals, libraries, and museums.
• Growing Young Minds – a call to action to fully use libraries and museums to close the knowledge and opportunity gaps.

Tim also spoke about IMLS funded projects like Every Child Ready to Read, Family Place Libraries, and LEAP into Science. All these programs are focused on supporting early learning in libraries through a collective impact model; so that by working together children will start school ready to learn to read.

Jennifer Rehkamp, the Director of Field Services at Association of Children’s Museums (ACM) presented information from the children’s museum perspective. Some of the early childhood focused programs and activities from ACM include:

• Eat Play Grow – collaboration with the National Institutes of Health on heathy nutrition and healthy physical activity choices

 

Museums for All – a program to ensure museum access for all with free or low cost admission.
Jen also spoke about the importance of play in the lives of young children and how play is essential in helping children develop critical thinking, problem solving, innovation, and collaboration skills.

With support from the ALSC Leadership and Staff, I presented some of our flagship programs for young children (below), highlighting not only these important initiatives, but also the everyday work that children’s librarians do every day to support young children and families.

• Babies Need Words Every Day – Helping families bridge the 30 million word gap!
• Día – Emphasizing the importance of literacy for all children.
• Every Child Ready to Read
• White Papers on Diversity and Media Mentorship

Overall we had a great discussion with the participants and they were very excited to receive the ALSC program handouts and to hear about so many opportunities to collaborate with libraries. Don’t be surprised if a community member reaches out to you to ask about ways to work together – take advantage!

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Our guest blogger today is Christine Caputo. She is the Interim Chief of Public Service Support at The Free Library of Philadelphia, where she manages youth services programming, outreach, and special projects. Chris is a current member of the ALSC Board of Directors. She can be contacted at [email protected].

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post On the Road with ALSC at the NBCDI Conference appeared first on ALSC Blog.

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My library had a concert last week with Charlie Hope, winner of the Juno Award for Children’s Album of the Year. We had over 200 in attendance and it was a magical experience. Charlie’s beautiful voice and interactive songs delighted the audience of young children and parents. Afterward, she told me it was one of her all-time best audiences. She was impressed that our parents were so attentive and happy to join in the singing and dancing with their kids.

It got me to wondering: what helps children and parents focus and get the most enjoyment and learning benefit from a musical performance or storytime? I think establishing practices in your storytimes that encourage everyone to pay attention is the key.
Here are my top techniques for helping adults, as well as kids, stay engaged during programs:

• Ask adults to silence their cell phones and tuck them away during storytime. I explain briefly that parents are role models for their children and that when parents are focused on the program it helps children focus, too. Paying attention takes practice, and that’s one of the important things we’re helping our children do in storytime–practice paying attention.
• Ask adults to save conversation with nearby adults until after storytime. We put out books to browse after storytime and this is always an opportunity for parents to socialize–an essential part of our programs, too.
• Use techniques that encourage parent participation. Early literacy consultant Saroj Ghoting recommends giving parents a specific part in a story. For instance, I read Pete the Cat and his Four Groovy Buttons in my two-year-old storytime recently and had the parents alone say the refrain “Did Pete cry? Goodness no. Buttons come and buttons go.” When adults have a role in the story, they know they need to listen and be ready to ham up their part!

• Use rhythm and rhyme to engage everyone in the action. Singing books works like a charm. I find this is especially true with songs that lots of parents know and love like If You’re Happy and You Know It or The Wheels on the Bus. The versions by Jane Cabrera make terrific storytime books, for instance, because the bright and heavily-outlined illustrations carry so well in a group.
• Count. To introduce a song or rhyme I often say, “I’m going to count: 1, 2, 3, go, and then we will sing (or say) it all together.” I then count clearly, showing my fingers. Even if parents are chatting during the “1”, everyone is usually on board by the time I get to “go”.
• Calm and re-focus the group when you need to with simple breathing exercises, such as this one: ask everyone to pick an imaginary flower, then slowly breathe in its nice smell and blow out on its petals. Or ask everyone to take a big breath, hold it for a few moments, and then slowly let it out. These quick exercises help everyone relax and get ready to listen again.
• Whisper. If you feel you’re losing the group, drop your voice briefly to a whisper. Everybody loves a secret!
• Puppets are engaging for all ages. I took ALSC’s Storytelling with Puppets course and learned a lot about presenting stories and songs using puppets. Instructor Steven Engelfried’s YouTube channel has lots of great stories to get you started or enhance what you’re already doing.

We know how much children benefit when their parents are engaged in storytime: when parents listen to the stories and songs they have something to talk to their children about when the event is over, and those conversations lead to an enriched vocabulary and a better understanding of the stories and their meaning for the child. And as Jim Gill points out, when adults join in the music play the child learns more from the experience. Perhaps most importantly, your event becomes an opportunity for parents and children to connect and create joyful memories at the library!

What do you do to help children and adults stay engaged during storytime?

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Our guest blogger today is Sharon McClintock. Sharon is a Youth Services Librarian at the City of Mountain View Public Library  in Mountain View, CA. Sharon can be reached at sharon.mcclintock@mountainview.gov.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

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I took my first “Jazzercise” exercise class many moons ago, after the birth of our first child. Although I never quite regained my pre-pregnancy figure, I’ve been going to fitness classes ever since. An unexpected perk to the the time spent in pursuit of muscle tone is that it has taught me lessons which can be applied to my writing efforts as well.

1. GET TO THE GYM. This one has tripped up many a new health club member. I won’t see the results of a stair-climbing machine on my bathroom scale until I’ve actually stepped onto it. Likewise, I can’t finish manuscripts until I’ve spent the hours required in front of the computer keyboard.

2. WORK OUT WITH FRIENDS. It’s easy to become discouraged when facing the challenge of just one more leg lift–or one more revision—alone. A writers group and/or critique partners do more than provide feedback on your developing craft. Like workout buddies, fellow writers can encourage, commiserate and help you stick with it long enough to accomplish your goals.

3. VARY YOUR WORKOUT TO KEEP IT INTERESTING. The quickest way to fitness burnout is to do only one kind of exercise, day after day. The same can be said for writing! For example, you may not be a poet. Write a poem anyway. What you discover in the process may give your prose new energy.

4. DON’T FORGET TO BREATHE. You must breathe deeply when exercising. This is how your muscles get the oxygen they need to work hard. You can give your creativity breathing space by practicing mental yoga: as you exhale old thoughts of ‘blank page, no ideas,’ breathe in creative inspiration.

5. EXERCISE ON A SCHEDULE. To get fit and stay that way, you not only have to show up at the gym that first day—you have to keep showing up, week after week. So it goes with your writing. Give each project a deadline, as well as an outline of the steps needed to bring it to completion.

6. DON’T GIVE UP. Even professional athletes stumble when faced with a new physical challenge. But they keep running, jumping and lifting anyway. For writers, rejection letters and editorial notes are just part of the training program-a way to build strong writing muscles and stamina. Don’t allow a few missteps to stop your momentum.

7. STRETCH BEFORE YOU EXERCISE. A few minutes spent warming up muscles with a pool side stretch makes swimming laps easier and more effective. You shouldn’t dive into your writing projects cold, either. Stretch and flex with journal entries, brainstorming and other writing exercises before attacking your task at hand.

8. IF YOU GET CONFUSED, WATCH THE PERSON IN FRONT OF YOU. The easiest way to learn a fitness routine is to mimic the moves of someone in the row ahead. Make it a habit to read interviews, how-to articles, and biographies of writers you admire. What have they learned that can help you in your own writing?

9. NO PAIN, NO GAIN. In order to gain stamina and muscle mass, we need to experience a bit of discomfort. Similarly, a writer may have to to try new ways of crafting words that are out of your creative comfort zone.

10. WHEN ALL ELSE FAILS, BREATHE. When rhythm-challenged me is faced with a complicated dance move, I hold my breath. My body and brain freezes up. I could get frustrated and quit. Or I can just breathe, listen to the music’s beat, and find my feet naturally back in the groove. Likewise, when the right words and images refuse to take shape on the page, I find it helps to just breathe, listen carefully to the words of the story that is trying to be told through me, and to take dictation.

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Today’s guest blogger is Dianne Ochiltree. Dianne is a nationally-recognized children’s author of picture books for the very young, writing coach, and certified yoga instructor residing in sunny Sarasota, Florida. Dianne’s most recent release is It’s a Seashell Day (Blue Apple Books, July 2015). For more information about Dianne and her books, go to dianneochiltree.com.

Please note as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Ten Steps to a Better Body (of Literary Work) appeared first on ALSC Blog.

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Each department at my library has been asked to take on the responsibility of raising money. This was a new assignment for me and one that I’m oddly excited about. For some reason, it allowed (forced?) me to take a different approach than I normally do when planning programs. I started thinking of opportunities our area families don’t normally get. And to do that, I started looking around at various community organizations and their services and fundraisers. I would hate to repeat another non-profit’s big idea. And while I’m still learning about this slightly rural-area of my county (I’m all city, baby!) I decided on a Sock Hop! Of course, I turned instantly to Pinterest where I was not disappointed in the myriad ideas: from music selection to DIY costumes and decorations. I happen to love 50s music (despite its inherent ridiculousness and rampant sexism) so this is right up my alley. Let the planning begin!

The whole process got me thinking about how I plan other special programs. This might be old news to some of you, but investigating this sock hop idea was a good reminder for me to think about filling the gaps as I plan activities. As well, it was a reminder to see how my library can partner with these organizations in their own efforts to provide services to the community. Some places to consider when planning programs and fundraisers:

• Parks and Recreation
• Schools
• Girl and Boy Scouts
• Churches
• Community Centers
• Homeschool Groups
• Animal shelters
• Big Brothers, Big Sisters
• Goodwill
• Junior League
• Kiwannis
• Habitat for Humanity
• Planned Parenthood
• YMCA
• YWCA
• United Way

In looking around at these organizations, I found several fundraising events with which I would have hated to compete and a number of services our library could either promote or ride their coattails.  I also am considering contacting a few of these places to see about partnering in a fundraising event.  Anyone out there work with other non-profits in a fundraising capacity?

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Our guest blogger today is Kelley Beeson. Kelley is the Youth Services Department Head at the Western Allegheny Community Library. She’s been working in libraries since high school and her favorite book is Marcus Zusak’s The Book Thief.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post And a Sock Hop Got Me Thinking… appeared first on ALSC Blog.

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Wow! What great informational books for kids we’re seeing this year! You’ve been reading them too- what about that fabulous science book and that verse novel that actually teaches you something and the silly, silly tale about just how that tricky bit of of physics actually works? Oh, and don’t forget that one about the kid growing up a long time ago – and by the time you finished it, you knew some of the favorite songs of the era, how far the medical system had advanced – and why they called them – whatever. The Sibert Committee has been reading all these books too and would love to know which ones you want us to take a second, or third, look at. You’ll have to wait until January to hear our final decisions, but please send your ideas our way. While we won’t be breathing a word of our favorites, why not make sure your favorites have caught our attention? Send them along by November 15th to Elizabeth Overmyer, Chair, 2016 Robert F. Sibert Informational Book Award Committee, [email protected].

If you’d like to refresh your understanding of the Sibert criteria, they are available here: http://www.ala.org/alsc/awardsgrants/bookmedia/sibertmedal/sibertterms/sibertmedaltrms.

Happy reading!

— Elizabeth Overmyer, Chair
2016 Robert F. Sibert Informational Book Award Committee

 

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To learn more about a place, immerse yourself in the literature of that region. I want to take you on a journey to the Southwestern part of the United States through literature written for children. Here are some selected books for young readers to delight, learn, challenge, and inspire.

(Alphabetized by author’s last name)

Astorga, Amalia (as told by Gary Paul Nabhan)
Efrain of the Sonoran Desert: A Lizard’s Life Among the Seri Indians (Published by Cinco Puntos Press in 2001)
This book tells the story of the Seri Indians. Dr. Nabhan retells the story from Seri Indian Elder Ms. Amalia Astorga, and Janet K. Miller is the illustrator. Ms. Astorga’s story about her friendship and death of her pet lizard Efrain. Cultural and linguistic descriptions give the reader a deeper appreciation for the Seri Indians who are at-risk of becoming extinct with a population decrease to little more than 600.

Begay, Shonto
Navajo: Visions and Voices Across the Mesa (Published by Scholastic in 1995)
This is a book of poetry with paintings that depict Navajo life. Words flow together like songs. A treat for the eyes too with his beautiful illustrations. My favorite poem in this collection is one called, “In My Mother’s Kitchen.” This and the other poems take the reader into Mr. Begay’s world and life as a Navajo from the Southwest.

Bruchac, Joseph and James
Native American Games and Stories (Published by Fulcrum Publishing in 2000)
The father and son authors team up with illustrator Kayeri Akweks to share Native American tales and games. Contents include: (1) ball games and team sports, (2) bowl games and other games of chance, (3) games of skill, and (4) awareness games. This would be a great book for teachers or parents to use with children to have fun and gain a greater awareness of Native American culture.

Canales, Viola
*The Tequila Worm (Published by Wendy Lamb Books in 2005)
The main character, Sofia, is offered a scholarship to an exclusive boarding school in Texas away from the barrio and her family. Sofia is challenged when she is faced with having to learn how to survive in two different environments. A chapter book with 199 pages, The Tequila Worm has rich and relatable characters to interest tween readers.

Chavarria-Chairez, Becky
Magda’s Piñata Magic (Published by Piñata Books in 2001)
The tradition of the piñata is celebrated in this story of how a girl named Magda uses her imagination to create a joyful party. Full Spanish and English text is included in the book. Illustrated by Anne Vega with enchanting pictures of the characters and places. Here is an example of the rich description that accompanies the colorful images, “The children’s mouths fell open! It was a life-sized piñata of Gabriel, wearing his favorite outfit, too – a cowboy shirt, a fringed best, blue-jeans, and boots complete with toy spurs.”

Cisneros, Sandra
Hairs/Pelitos (Published by Dragonfly Books/Alfred A. Knopf in 1996)
In perfect unity, the author Cisneros and the illustrator Terry Ybañez tell the story of family diversity. Each family member has different hair. The book has English text at the top of each page, and Spanish text at the bottom of each page. A book has a beautiful message to celebrate what makes us unique.

Garza, Carmen Lomas
*In My Family/En Mi Familia (Published by Children’s Book Press in 1996)
Carmen Lomas Garza shows the many traditions she grew up with in the southwest. When you read this you will see that every time you turn the page you learn something about southwestern and Hispanic culture. A special treat is waiting for you at the end of the story where the author/illustrator answers questions from children.

Hayes, Joe
The Gum Chewing Rattler (Published by Cinco Puntos Press in 2006)
As someone who loves to chew gum, this story captured my imagination and interest. Mr. Joe Hayes tells the story of his beloved childhood past-time of chewing gum. Mr. Antonio Castro L. brings the characters to life with the brightly colored pages of a rattlesnake chewing gum and blowing bubbles. Hmmm, I wonder if the rattlesnake added peanut butter to make the bubbles bigger like they do in chewing gum contests?

Hoagland Hunter, Sara
The Unbreakable Code (Published by Cooper Square Publishing in 1996)
This is an incredible story about the Navajo Code Talkers. The author writes about the WWII contribution made by Navajo soldiers who created a secret code used to transmit sensitive information during war time. Ms. Julia Miner depicts John, the young boy, talking with his grandfather in earth tones and beautiful detailed pictures. Children will learn about an important time in our U.S. history, Native Americans and the Navajo Nation.

Hodgson, Mona
Bedtime in the Southwest (Published by Rising Moon in 2004)
Animals in the Southwest are getting ready for sleep in this visual and poetic treat. Ms. Renee Graef illustrates this picture book brilliantly. Each page has rhyming text written in the form of questions. It is a wonderful story to read with a child when they are going down for a nap, or getting ready for bedtime for the night. Challenging sleep behaviors are questioned as children learn about the diverse animals living in the Southwestern habitat.

Jimenez, Francisco
The Circuit (Published by University of New Mexico Press in 1997)
The Circuit is an auto-biography written by Dr. Francisco Jimenez who tightly weaves story after story from his years as a little boy moving from Mexico to California in the 1940s and 50s. The struggles and joy he faced are situations many of our children can relate to. My heart opened up! This is a tear jerker and love story written about family. Every teacher should read this book to gain a deeper understanding of what children facing learning dual languages and/or immigration issues.

Lund, Jillian
Way Out West Lives a Coyote Named Frank (Published by Puffin Books in 1993)
Frank is an adorable coyote living a carefree life in the southwest. He plays with his friends Larry and Melanie. The colorful illustrations show Frank surrounded by southwestern beauty in nature. He, along with his friends, encounter other animals of the desert. Children will enjoy Frank’s playful adventures.

Marsh, T. J. & Ward, Jennifer
Way Out in the Desert (Published by Rising Moon in 1998)
Kids will love finding the hidden numbers on each page cleverly illustrated by Mr. Kenneth J. Spengler. Ten Southwest animals and their habitat in the Sonoran Desert are presented. A glossary is provided the reader at the end of the book, along with a song called, “Way Out in the Desert.”

Momaday, N. Scott
Circle of Wonder: A Native American Christmas Story (Published by University of New Mexico in 1994)
Mr. Momaday tells the story of “Tolo” based on his own boyhood growing up in Jemez Pueblo, New Mexico. Vivid colors help tell the tale about a special Christmas. Circles, the center of circle, and light imagery are used. My favorite part of the book is, “Tolo knew then that he had been led to the center of the Holy Season. He thought again of his grandfather, who he know was near among the trees, and of his parents , and of the Christ child, who had come to live the twelve days of Christmas in his home” (p. 36).

Mora, Pat
*Doña Flor: A Tall Tale About a Giant Woman with a Great Big Heart (Published by Alfred A. Knopf in 2005)
Illustrated by Mr. Raul Colón, this story is about Doña Flor who is different from everyone else. Doña Flor is a giant towering over all the people in her community. She uses her difference to her advantage to benefit the town. This is a story that shows children that being “different” is a blessing.

Rabe, Tish
Why Oh Why Are Deserts Dry? (Published by Random House in 2011)
This book is part of the Cat in the Hat’s Learning Library series and illustrated by Aristides Ruiz and Joe Mathieu. The colorful pages will seem familiar to children if they watch the PBS show or have read the Dr. Seuss classics. The science of the desert is explained in a fun way. There are also helpful descriptions of how Spanish words are pronounced. When discussing a specific type of woodpecker, Rabe gives the reader a tip through a character holding a sign saying “Hee-luh” for the “Gila” woodpecker. At the back of the book there is a glossary and further readings on books about the desert.

Roessel, Monty
Songs from the Loom: A Navajo Girl Learns to Weave (Published by Lerner Publications Company in 1995)
This non-fiction book that portrays the importance of weaving in the Navajo culture. In the preface of the book, Mr. Roessel explains his role in passing stories and traditions from one generation to the next. His photography is featured throughout the book, along with a rich description of Navajo fiber arts.

Sáenz, Benjamin Alire
*Grandma Fina and Her Wonderful Umbrellas/La Abuelita Fina y sus sombrillas maravillosas (Published by Cinco Puntos Press in 1999)
This is a story about Abuela/Grandma Fina. She has a broken yellow umbrella that she takes with her on walks through town where she sees many of her friends and family. On her birthday, they throw her a party. Everyone brings her an umbrella. What is she to do with ten umbrellas? Dr. Sáenz teams up with the talented illustrator Mr. Geronimo Garcia in this bright and colorful treat for both children and adults.

Sáenz, Benjamin Alire
*Perfect Season for Dreaming/Un tiempo perfecto para soñar (Published by Cinco Puntos Press in 2008)
The main character is Octavio Rivera who is 78 years old. It is summer time when he goes on a dreaming spree. Talk to children about the dreams in Perfect Season. Ask children to share their own dreams. Mr. Andrade Valencia captures the story with his dreamy illustrations. This would be a sweet story to read anytime, but especially in September for Grandparents Day.

Tapahonso, Luci
Songs of Shiprock Fair (Published by Kiva Publishing in 1999)
This story takes place in Shiprock, New Mexico. The author, Navajo Nation poet laureate Tapahonso writes about this special fair through the eyes of a child named Nezbah, while Mr. Anthony Chee Emerson breathes life into the vivid illustrations.

*This book won the Belpre award from the American Library Association
in honor of the first Latina librarian at the New York Public Library.

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Today’s guest blogger is Dr. Marisa Macy, a writer from Las Cruces, New Mexico. She writes about early childhood topics. You can read more of her work at www.marisamacy.com. Her website is called, “Buttercup.”

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Children’s Literature of the Southwest appeared first on ALSC Blog.

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As we become seasoned youth services librarians, it’s natural for our professional confidence and expertise around things like child development, children’s books, and summer learning to grow. At some point, we may feel like we’ve arrived! We are now ready to dole out ALL the brilliant advice! (I don’t know about you, but I can be an insufferable advice-giver. Just ask my family!)

A Deficits-Based Approach

And isn’t advice-giving sort of built into our jobs as librarians? When we work on the reference desk or the public service floor, we are there under the assumption that people will have problems for us to fix. Small problems (not finding the right book) and monumental problems (food and housing insecurity among a family of regulars) cross our paths daily. No fear! We have tools in our Super Librarian belts and resources to share!

But if we position ourselves as superheroes, doesn’t it follow that we assume library users are victims who need saving? Despite our best intentions, this deficits-based assumption can subtly suggest to families that we do not value their inherent worth and potential.

When organizations act as experts on resolving the problems of people, we deny and limit those particular individuals facing the problem the opportunity to explore what strengths and capacities they might have in the process of exploring, participating, taking control and learning (Herman-Stahl & Petersen, 1996).

 A New, Strengths-Based Approach

Applying a strengths-based approach to customer service can have powerful outcomes for you and your library. A strengths-based approach:

• Assumes that all people have strengths, expertise, and potential
• Promotes a relationship of trust between library staff and customers
• Allows us to learn side-by-side with our customers
• Takes the pressure off us to be experts
• Recognizes that dominate cultural and organizational assumptions can limit the growth of individuals, families and communities

So, how might youth services librarians apply this strengths-based approach? The most important first step is simple in concept and enormously challenging in practice—we can change our attitudes and assumptions about the families in our libraries. This takes practice, and you might have to fake it to make it at first. But gradually, applying strengths-based assumptions will start to become more natural… and you may even find yourself feeling more optimistic about working in public service.

Here are some familiar library scenarios with examples of how applying strengths-based assumptions might positively change our interactions with families:

A mother texts on her phone while her two young kids run around the library.

• Deficits-based assumption: This is an inattentive parent who needs to be informed of our rules surrounding unsupervised children.
• Strengths-based assumption: This mother is a competent person who knows more than I do about her children. There may be complicated reasons behind her decision to use her phone rather than pay close attention to her children in this moment. How can we partner with this parent to make sure her children are safe in the library?

A parent insists that his son, a reluctant reader, must read high level books and stay away from graphic novels and “easy books”.

• Deficits-based assumption: This parent doesn’t understand the importance of reading motivation and only cares about getting his child into the best university.
• Strengths-based assumption: This father loves his son and wants the best for him. There may be cultural or other factors influencing his parenting decisions and beliefs. How can we have a non-judgmental conversation with this father starting with the assumption that he is the expert when it comes to his family’s well-being?

During Stay & Play, a mother mentions she’s worried that her 18-month-old isn’t playing well with other kids.

• Deficits-based assumption: This parent doesn’t know much about child development, so she would benefit from learning about parallel play and being assured that her that her child’s behavior is normal.
• Strengths-based assumption: Whether or not this parent is familiar with child development theory, she is an expert when it comes to her child. Instead of positioning ourselves as authorities on child development, how can we use this interaction with the parent to build a partnership around the child? What open-ended questions can we ask to draw out the parent’s expertise before offering advice?

 

This strengths-based approach can also be a powerful tool for youth services managers to use when working with staff. Staff members who feel acknowledged, valued, and heard will be more likely to extend the same courtesy to the public!

 

Madeline Walton-Hadlock is the Early Education Manager at the San José Public Library and a member of the ALSC Managing Children’s Services Committee. You can reach her at [email protected] 

The post We Don’t Need to be Superheroes! appeared first on ALSC Blog.

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Skye: Greetings from the land of famous potatoes! This two weeks ago, energetic and passionate librarians from all across Idaho descend upon Boise for the annual Idaho Library Association Conference. The theme this year was “Libraries Leading the Way,” and what better way to kick it all off than with an early morning keynote address that challenged listeners to adapt and grow in the areas of character development, contextual awareness and competence, since no organization can rise above the capabilities of its leaders.

From lively sessions focused on innovative STEAM programs, to an entertaining and informative guerrilla storytime, to a legislative panel that affirmed the vitality of the library in early childhood learning – there was much at this year’s ILA Conference to excite, challenge, and inspire.

What made the conference extra-special, though, was the presence of the ALSC Roadshow booth. Since it is true that an organization is only as strong as its leaders, I am grateful to have had ALSC leaders with the foresight and wisdom to bring the ALSC booth to this year’s ILA Conference. Being a first-time volunteer at the booth was a great way to meet fellow ALSC members, a great way to share the benefits of ALSC membership with those who were not yet members, and a great way to work together to create a better future for children through libraries. Since Gretchen was the one responsible for bringing the ALSC booth to ILA, I’ll turn it over to her to describe the process!

Gretchen: I was already familiar with the ALSC Roadshow and when Dan (Bostrom) told me that Idaho only had 16 members in the state it seemed obvious that having a booth at the conference was a place to start! It was SO EASY to do. I filled out the form, connected with the few members in Idaho over email, Dan sent some handouts to have at the table, and then all that was left to do was to show up and set up! I even cut off my address on older Children & Libraries issues so people could see the excellent journal ALSC members receive.

We set up a schedule in advance to try to get volunteers arranged in time blocks, but once we got there I realized that wasn’t going to work. We just came over during breaks so we could still attend the conference sessions. In times dedicated to networking on the schedule, we’d head over to the booth. By crowdsourcing “staffing” the booth with fellow members, we had much better coverage throughout the whole conference. Unlike some of the other vendors, many conference attendees knew us so they would stop to chat and we had the chance to make sure they know about the Día resources and Babies Need Words posters as well as other other fabulous ALSC programs and initiatives. We encouraged Trustees and Directors who stopped by to make sure someone from their library is a member to get the maximum value of the professional development and support that ALSC offers.

Having a booth at our state association conference was an easy and fun way to meet the other members in the state and to help raise awareness of ALSC programs and initiatives. We definitely would like to do it again next year and hope it results in adding a few new members to our roster!

Photos courtesy of guest blogger.

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Today’s guest blogger is Skye Corey. Skye is a Youth Services Librarian at the Meridian Library District in Meridian, ID. You can reach her at [email protected]. 

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post ALSC on the Road in Idaho appeared first on ALSC Blog.

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In early 2015, the Denver Central Children’s Library received an unexpected chunk of money, with only one parameter: spend it on big, destination programs. We chose to host 2 summer concerts. Both events went off relatively smoothly, and I want to share some tips I picked up along the way!

Get Organized

The first step is obvious: choose a musician. Our first event, a family concert by Jim Gill, was a hit with our preschoolers.

To bring in school-aged kids, we booked Grammy-winning Denver natives, The Okee Dokee Brothers. Next, decide when and where they will perform.

• Date & Time:
  • Don’t forget about naptime! Morning concerts are better-attended than afternoon shows.
  • Check for any concurrent events. Even after doing our research, we still faced unanticipated street closures from a bicycle race!
• Venue:
  • Find out how many your space accommodates, and plan how you’ll deal with a crowd that exceeds capacity. If you book an outside show, have an indoor backup plan. We planned indoor shows to minimize distractions and project footage from The Okee Dokee Brothers’ videos.

Plan Ahead

There will be unexpected obstacles, but these are a few issues to anticipate.

• Budget:
  • Will you require registration, or will the show be first-come/first-served?
  • What sound equipment does the performer require?
  • If your library doesn’t own the necessary equipment, will you borrow or rent it? Will you hire someone to set up and run it? Reach out to colleagues for rental recommendations.
• Promotion:
  • What social media will you use, and when? (Leave enough time for folks to rework their schedules, but not so much time that they forget!)
  • Play the musician’s albums before and after storyime. If you play an instrument, try learning one of their songs. (You can even post it on Facebook!)
  • Do you need posters, flyers, or directional signage? Plan ahead so your signage arrives on time.
• Day-of:
  • Plan where you’ll need extra staff or volunteers: directing traffic, crowd control, merchandise table.
  • Have activities for families while they wait for doors to open. We had cardboard photo props and word searches from the band’s website.

Communicate

There can’t be enough communication with your Library colleagues, the musicians and their agents, and sound engineers.

• Speak with the musicians directly early on.
• For every meeting, make sure you send an email recap immediately after. This creates a written record of all agreements and minimizes miscommunication.

Have Fun!

This is the most important part! Even if nothing goes as planned, remember the goal is for kids and families to have fun together at the library.

Share

In the aftermath, take a deep breath and celebrate your success!

• Send a thank you note to the musicians.
• Share stats and anecdotes with library stakeholders.
• Share what you learned with your colleagues–try writing a blog post!

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Our guest blogger today is Kahla Gubanich. Kahla is a children’s librarian at Denver Public Library. She received her Master of Arts in Children’s Literature and her Master of Science in Library and Information Science from Simmons College, and has a background in fine arts. Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Planning Children’s Concerts: A Guide appeared first on ALSC Blog.

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Are you a children’s librarian with great ideas, but a lack of resources?

Consider applying for an ALSC grant!  Applications are now open for the 2016 Maureen Hayes Author/Illustrator Award and the 2016 Baker & Taylor Summer Reading Grant.

The Maureen Hayes Award is designed to provide funding for a visit from an author/illustrator who will speak to children who have not had the opportunity to hear a nationally known author/illustrator.

The Baker & Taylor Summer Reading Grant is designed to encourage reading programs for children in public libraries, and to recognize ALSC members for outstanding program development.  Innovative proposals involving children with physical or mental disabilities are especially encouraged.

Applications for both grants are due by November 1, 2015.  Details and how to apply are found at http://www.ala.org/alsc/awardsgrants/profawards/hayesaward and http://www.ala.org/alsc/awardsgrants/profawards/bakertaylor.

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Today’s guest post was written by Sondra Eklund, this year’s Grants Administration Committee Chair.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Grant Applications are Open! appeared first on ALSC Blog.

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Picture this: a small, sunny room full of wriggling little babies, more than a dozen of them. A few are perched on laps, bouncing and babbling. Some are toddling, others are dancing, and there’s a daddy patiently rocking his wailing newborn.

And there she is at the center of it all, in one hand a colorful picture book opened to a page covered with romping animals, in the other hand a furry Brown Bear puppet.

“Brown Bear, Brown Bear, what do you see?” she asks. Her face is animated and her voice undulates excitedly as she looks around the room, making eye contact with as many big and little eyes as she can. “I seeee . . .” She turns the page with a flourish, her face filled with anticipation as parents lean forward and some kids pause perfectly still. “A Yellow Duck looking at me!”

A Yellow Duck puppet seamlessly appears, and she makes it do a funny dance while she deftly moves the book, held by Brown Bear, so that everyone in the room can see the pictures. A few parents cheer, some of the babies smile and squeal, one starts to cry because the Yellow Duck startled her, and a little guy bursts out in giggles and rolls on the floor in delight.

What is this joyful, whimsical, topsy-turvy place where babies and families can celebrate the enchantment of language in all its rhyming, rhythmic, and rollicking glory? It’s the local library, of course! And the magician at the center of all the fun is the magnificent, multitasking, multitalented children’s librarian.

There’s been a lot of excitement among children’s literacy enthusiasts this year since the most influential group of children’s doctors in the country, the American Academy of Pediatrics, made a public recommendation of great importance in June 2014. It’s no surprise that the pediatricians’ group gives guidance on such things as what to feed babies and how much sleep they need. The big news is that the AAP came out publicly to strongly recommend that parents read to their babies — right from the very beginning.

So reading to babies and children is right up there with feeding them fruits and veggies! This was a groundbreaking announcement for many parents and some literacy advocates, but no surprise to children’s librarians — they invented baby storytime! These experts have known for eons about the benefits of reading aloud to children, and have been working tirelessly to inspire families to begin their own literacy-centered routine right from babyhood.

Now two new studies have added even more support to this idea. The first, published in August in the AAP’s journal Pediatrics, looked closely at the brains of young children who were read to and those who were not. The children who had been exposed to regular storytime showed significantly greater brain development, which directly correlated with the amount of time each child was read to. Then, the August issue of Psychological Science reported a study showing that children who are read to regularly develop greater vocabulary and flexibility with language than those who are only spoken to. Apparently the exposure to unfamiliar words in the context of a story especially helps develops the language center in the child’s brain.

We applaud the AAP’s recommendation that families read to their babies as soon as they’re born, and we’d like to go one step further. An abundance of research over the last several years has found that babies already begin to develop the foundations of language during the last trimester of pregnancy — meaning that all the benefits of reading to a newborn can begin even before a baby is born.

Studies find that babies in the womb can hear and recognize speech patterns and rhythms, which develops the language center in the brain and begins to teach the modes and melodies of their primary language. What’s more, babies can actually remember a rhythmic poem or story they heard during the last trimester for up to four weeks after birth, and they show a clear preference for the rhythm and melody of a song or poem heard regularly from the womb.

They also show a preference for their mother’s voice over a stranger’s, and perhaps the most exciting finding for new parents is that newborns are measurably calmed by a familiar, rhythmic story read repeatedly before birth. In addition, taking time out for relaxing, reading, and snuggling with the baby before birth (just as after) produces oxytocin, the “feel-good hormone” that nature created to connect parents with their young, and this also has a positive effect on fetal growth and development.

There are so many reasons to begin bonding with and nurturing babies through reading even during pregnancy, and there’s great practical value as well: Reading aloud is a skill to be learned and practiced (just ask a librarian!).

While starting a storytime routine from birth is a lovely idea, the reality is that most parents have not actually read a book aloud in a very long time, if ever. With the best intentions they pick up that beautiful picture book given to them at the baby shower, but they might find that the unfamiliar text doesn’t roll off the tongue quite as expected, and reading aloud to their little one doesn’t come so naturally after all.

At the same time, new mothers and fathers may be overwhelmed by the responsibility of taking care of this new little being in their charge. They want to do everything right and will follow the AAP’s suggestions to the best of their ability, so now “read to baby” will probably be on many to-do lists. But as they juggle feeding times, a sleep schedule, diaper changing, and a multitude of other new jobs, “read to baby” might understandably be sacrificed.

If expectant parents begin storytime before the baby is born, it gives them lots of time to practice and get comfortable with reading aloud, and to choose books they love and are excited to share with that unseen listener. Because the research shows that babies in utero love verse that is repeated, parents can practice to their heart’s content, knowing their baby will only become more familiar with and responsive to the language of the poem or story.

By beginning a storytime routine before baby is born, moms and dads will grow to love this sacred time of day. Plus, experts say reading a story at bedtime helps babies both before and after birth wind down and get ready for sleep. So expectant parents can even use in utero storytime to condition their baby to get sleepy at bedtime!

Best of all, when their baby is born and hears the familiar story for the first time outside the womb, he really will listen. It might be the one thing that stops him from fussing! The parents will see for themselves that the time they spent reading before birth has borne the most magical fruit, and they’ll be all the more eager to continue that routine, for years to come.

And when it comes time to introduce baby to story hour at the local library, and that wonder-working children’s librarian realizes that these parents have already shared with their child the joy of getting lost in story, she’ll be thrilled to know she hasn’t cornered the market on read-aloud fun.

Who knows? Prenatal story hour might be a new addition to her calendar!

(Licensing for photos purchased by guest blogger from 123rf.com)

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Susan Lupone Stonis and Jacqueline Boyle are the co-author/illustrators of Can’t Wait to Show You: A Celebration for Mothers-to-Be, the first book specially designed to read to babies before and after birth, and winner of the Mom’s Choice Awards Gold Award. For lots more information and tips on reading aloud to babies in utero, please visit The Reading Womb blog.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Storytime Magic Starts Before Birth appeared first on ALSC Blog.

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One month ago, I became the Head of Youth Services at a library in Western Pennsylvania and I’ve been thinking about budgets and physical space and the giant puzzle that is building a great youth services collection.  I tend to believe a smaller newer collection is more appealing.  Yep, fewer and newer books, even if that means we only have a few Goosebumps left on the shelf.  So I’ve been doing some weeding.  I think we all need a friendly reminder that it’s OK to cut your collection.  Go ahead!  Remove books that are in bad condition or outdated and don’t replace them. I know that Curious George and Madeline may still circulate; but I also know I have limited space (don’t we all!)

My library is fortunate to be part of a larger library consortium so our collection is technically 45 libraries-strong which means I could focus on what my community needs when they walk into my location.  Now that many (most?) of our patrons order their library books online so they can run in and pick them up quickly, what can I offer my area families when they walk through our doors to browse?  Maybe a juvenile bestsellers collection?   Maybe a toy-lending program?  Someone once said to me years ago, the library’s Achilles heel is its futile aim to be everything to everyone all the time.  I’m interested in what it would look like to get specific.  What if I tried to support a collection policy that relied on my specific community’s desires?  What would that look like?  Would that even be a good idea?

I’d love to hear your thoughts; how do you approach collection development at your library?

(Photos courtesy of guest blogger)

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Our guest blogger today is Kelley Beeson. Kelley is the Youth Services Department Head at the Western Allegheny Community Library. She’s been working in libraries since high school and her favorite book is Marcus Zusak’s The Book Thief.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Collection Wisdom appeared first on ALSC Blog.

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I blame it all on movies like The King and I. It’s because of movies like this, that I want to work abroad. Watching Anna teach, the students, the scenery, (not to mention those amazing dresses of hers), and more, was enough to make me want to hop on a plane to somewhere wonderful and start teaching. The role of a Teacher Librarian abroad offers first-hand the sights, scents and sounds of a country other than your own; real-world application of a new language, a different school and different customs. It can truly be life-changing. Currently and happily on a stint in the U.S., wanderlust always calls; I keep an eye on international library job opportunities. Here are some suggestions about how to apply for positions via online recruiting services, and what to look out for.

Recruiting for the next school year often starts as early as December, for the following year. Recruiters may offer both online recruitment, and face-to-face job fairs. The process starts with creating an online profile via your recruiting company. Be prepared to fill out online information, including uploading your certifications, a CV, experience and information including confidential references, plus a video call address. Once your profile is accepted, you will gain access to information on teaching positions around the world, as well as job fairs. A small, one-time fee is charged during the initial sign-up process.

Think about where you want to go. Be open-minded, and when you open school profiles and job descriptions, read all the fine print, and know that this may change over the course of your application. This also means read the final contract before signing it. The job posting covers the contract requirements of the job posting, including the length of the contract, age limits, if any, degree specifics, curriculum information, salary (not necessarily USD), housing and flight reimbursement.

Be aware of the culture, customs and political climate of the country. Ask questions before, during and after your interview, which is generally via video call. Check U.S. government information online regarding your country of interest. Follow expat blogs, and try to get a feel for your level of tolerance; the language barriers, how to handle money and transportation, and homesickness. Search online and print resources for current information. Learn all you can about the countries you would like to teach in, because you will be happier if you do, and so will your students.

If applying online, write a cover letter, and hit “send”. If you want to go to a job fair, follow the online procedure as indicated in your profile. And remember one thing, sometimes, it doesn’t work out. Then this is what you do: channel Anna in The King and I, figure out what you need to do, and apply for another position. Your adventure awaits!

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Our guest blogger today is Brenda Hahn. Brenda’s permanent home is in Florida, where she and her family live. As a Teacher/Librarian, she has worked in U.S. public schools, public libraries and in several international schools. Brenda’s vivid imagination keeps her library skills and literacy instruction both current and fun. She can be reached at [email protected].

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Getting to Know Your Way: Finding International School library Positions appeared first on ALSC Blog.

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Candy Gourlay interviews Sarah Mussi on the final stop of the Here Be Dragons Blog Tour

Candy Gourlay: I keep banging on about how the book industry is putting too much emphasis on pitch and opening hooks to the detriment of the rest of the work. What about the middle? I find myself complaining. What about the ending?  As it happens, my lovely pal Sarah Mussi has been stomping through a blog tour to promote her new book Here Be Dragons. In the course of the tour, Sarah's blogged about the way she structured her novel along the lines of the three-act structure. Viz:

Three act structure: http://tinyurl.com/ywveuj | Flickr - Photo

So far, she's talked about The Hook, The Inciting Incident, The First Turning Point, The Point of No Return, The Darkest Hour, and Act 3 and The Climax. Notes from the Slushpile is her seventh and final stop. Lucky us, she's offered to discuss:



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I am a children’s author! Sometimes I have to pinch myself when I hear those words! I’ve enjoyed writing for as long as I can remember and can’t believe I have two children’s books published and a third written. Recently, I came upon some stories I wrote as a teenager. I think I’ve improved since then but that shows my journey has been a long one. For years, I focused on being a mother, wife, and daughter coupled with a demanding career. While my dream of becoming a children’s author was put on the back burner, the desire never wavered.

Since retiring, my life is very different. Because I have been able to dedicate my time to writing and presenting my books to children’s groups, an encore career has taken shape. My professional wardrobe has definitely changed from business suits to jeans and sneakers. The stress of the long days and sometimes boring meetings are a distant memory. Although it took a little time to transition from the workforce to retiree, I think that I’ve found my niche. I love doing what I do. Recently, while reading aloud from my book to a group of children, I read that one of the characters had kissed the dog on his nose and a second grader got out of his seat and loudly announced, “I kissed my dog on the nose, too!” His spontaneity made my day! During a June visit to an elementary school, a third grader came up to me and told me that she could bark like a dog. After demonstrating a realistic bark, I recruited her to bark during the story. It added fun to my visit. I feel like I have been given a tonic after spending time with children.

When I enter a classroom, assembly or a meeting room, I feel the energy from the attendees and it energizes me. I love talking about books and the importance of reading. I want all children to see themselves as writers. I try to conduct an interactive presentation whereby children feel comfortable to share information. My two published books have lessons embedded within the text, and I discuss those points during my visit. For example, Barkley’s Great Escape is based on a true story. Several summers ago, Barkley, my daughter’s Lab, almost drowned in a neighbor’s swimming pool due to an open gate. As an educator, I was aware that drowning is the number one cause of accidental deaths in young children. I felt an obligation to write the story. While I wanted the book to be fun, my desire was to send a message about water-safety to the reader. Both of my books include teaching strategies.

I love the solitude of working on a book with the plot unfolding in my mind. I spend hours working alone at my computer. By the time I have a finished product, I have developed an attachment to the characters in my story. While I don’t draw the illustrations, I have a picture in my mind for every page.

I write a blog on my website on a regular basis which is dedicated to children’s issues. There are days that I don’t write, but there are no days that I don’t read. I can’t imagine life without having a good book in my hand.

(All photos courtesy guest blogger)

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Our guest blogger today is Wanda Wyont. After retiring from over twenty five years of teaching ages birth through adulthood, Wanda was excited to published her second children’s book.  Throughout her career,  she has worked to be a champion of the library and the services available to families and children.  Her website is http://www.wandawyont.com.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post An Encore Career – A Children’s Author appeared first on ALSC Blog.

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Gifting board books and picture books at baby showers is a wonderful way to start a new child’s home library, especially if this is a first baby for the family. Including classics in your selection is always a good idea, such as any Dr. Seuss or Eric Carle title, but why not gift some books that align with the chosen nursery theme? Parents can then display titles cover out on shelving and suddenly those books also double as wall art.

As it appears to be baby shower season in my corner of Ohio, I’ve noticed a theme recently when perusing registries for gifts. What is that theme? (Hint: It is also the title of this post!) Nautical nurseries are apparently all the rage this year judging by the number of adorable whale onesies and anchor-printed crib sheets I’ve come across. Inspired by these ocean themes, I began to think about great nautical picture books to share. Books depicting adventures on the high seas, beautiful marine creatures, and coastal settings all came to mind.

I’ve put together some spectacular books for little readers that I personally think would make wonderful additions to a nautical nursery library, and will be sure to please readers for many years after they are out of diapers. You’ll find many books depicting whales below, mostly because I’m partial to whales when it comes to my favorite sea creatures, and there are so many sweet whale-centric picture books!

• If You Want to See a Whale by Julie Fogliano; Illustrated by Erin E. Stead. Roaring Brook Press. 2013. This beautiful book combines two of my favorite talents in the children’s publishing world while sharing a quiet story of patience. Readers will learn what to do, and what not to do, when attempting to catch a glimpse of a whale.
• Breathe by Scott Magoon; Simon & Schuster. 2014. A great read-aloud choice with bright, fun illustrations depicting an adorable whale as he experiences his first day out in the sea alone.
• The Blue Whale by Jenni Desmond; Enchanted Lion Books. 2015. Another book filled with majestic illustrations, this nonfiction picture book would be great to gift as it is sure to be a sharable favorite full of interesting facts for readers up through elementary school.
• Storm Whale by Benji Davies; Henry Holt and Co. 2014. A lovely story about a lonely boy, his father, and the discovery of a beached baby whale.
• Following Papa’s Song by Gianna Marino; Viking Books for Young Readers. 2014. Little Blue and his Papa, two humpback whales, journey to their summer feeding ground together. Parents will especially enjoying sharing this special story of following and trusting Papa’s wisdom.
• The Rainbow Fish Marcus Pfister; North South Books, 1999. A modern picture book classic about friendship that is  also available in board book format and perfect for little hands and eyes.

I was surprised by how many awesome titles fit into this theme once I started to compile my list. Clearly, I’ve left off plenty of titles as one could easily compile a nautical nursery library entirely of pirate stories, which I tried to avoid. What are some of your favorite sea-worthy titles for young readers? Do you have a special go-to book that you always give at baby showers? I’d love to hear your responses in the comments below!

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Today’s guest blogger is Nicole Lee Martin. Nicole is a Children’s Librarian at the Rocky River Public Library in Rocky River, OH. You can reach her at [email protected].

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Whales Ahoy: Nautical Books to Gift and Share appeared first on ALSC Blog.

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Original comic by Lisa Nowlain

So! This debate seems to be a great button-pusher in the Children’s Librarian world. Here’s my two cents – and I do want to locate my comic in my identity as an agnostic/white lady librarian. The comments and points were pulled from the following blogs, and were summaries and paraphrases:

• Librarians, Check Your Holidays at the Door – Kendra Jones – Storytime Underground – 11/12/2014
• Speaking out about Holiday Programming at the Library – Kendra Jones – ALSC Blog – 12/25/2014 
• Ditch Holiday Programming – Kendra Jones – School Library Journal – 11/24/2014 
• Crankypants Monday – Roger Sutton – Horn Book – 12/1/2014 
• Jumping Off the Holiday Bandwagon – Lindsey Krabbenhoft – Jbrary – 11/26/2014 
• and this Facebook post by Rebecca McCorkindale:

 

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This month’s Caption Contest (I promise it will be monthly! The summer break is over, officially – I’m even wearing a sweater today!) Write your caption ideas in the comments.

The winner of last post’s Caption Contest was Carrie Hummel! See the final comic below!

Lisa Nowlain is the Harold W. McGraw Jr. Fellow and Children’s Librarian at Darien Library in Darien, CT. She is also an artist-type (see more at www.lisanowlain.com).

The post To holiday or not to holiday + Caption Contest appeared first on ALSC Blog.

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During the summer, libraries are a destination for families to play, learn, and escape the heat, but what about those beautiful sunny days when no one wants to be inside? This summer at the Fayetteville Free Library (FFL) we offered a new early childhood program simply titled: Play Outside. Families with young children were invited to join us in our library’s green space for free play fun. Our library does not have its own playground; there are no jungle gyms or climbing equipment, just an open, grassy field lined with trees and bushes. With a few new toys and some repurposing of old ones, we were able to turn this empty space into a rich outdoor play environment for a few hours each month.

Our play outside program featured a sand table and a water table that we made by borrowing two large plastic storage bins. We grabbed some plastic ocean animal figurines that adorn our children’s non-fiction shelves and brought those outside with us to play with in our “ocean.” We also incorporated many large manipulative toys including beach balls, bucket stilts, hop-along balls, jumping sacks, hula hoops, and a parachute. We also created a large seating area with picnic blankets, board books, sidewalk chalk, and bubbles. While our supplies were simple, their uses were varied and complex. One young child gave the toy fish “baths” with a bucket, while another built a sand castle, pretending to be at the beach. Two children enlisted parents and peers to play parachute games, and the group worked together to keep the beach balls in the air. On the picnic blanket, a mother read to her baby, while her preschooler drew pictures with chalk, next to them. As families moved organically from one activity to another, they connected with other families. Parents chatted and shared information about upcoming community events and new friendships were forged among the children. As the facilitator of the program, I also had the chance to have on-on-one conversations with parents and kids alike, and received valuable feedback on library programs and services.

One of the great things about a program like this is that it’s easily customizable as there are no requirements except an outdoor space. Our program centered on a multipurpose open space and manipulatives, but other ideas include: wheeled toys, music and movement props, play houses, balance beams or stepping stones, flower or vegetable gardens, and much more. If your library doesn’t have an outdoor space, consider meeting at a local park or playground. But wait; can’t families just go to the park instead? We agree that families can and should still visit parks, but librarians who offer outdoor programs have a unique opportunity to bring their communities together to encourage a love of learning, nature, and a healthy active lifestyle. In fact, the Institute of Museums and Libraries (IMLS) has identified “improving family health and nutrition” as a national priority, because we know that children’s learning is inextricably linked to their health. Outdoor play encourages children to run, lift and carry things, to use their imaginations, and cooperate with other children. In fact a recent article by the National Association for the Education of Young Children (NAEYC) states that, “Children who regularly play outdoors tend to be fitter and leaner, develop stronger immune systems, play more creatively, have more active imaginations, report lower stress levels, and demonstrate greater respect for themselves and others (Fjørtoft 2004; Burdette & Whitaker 2005)” (Spencer & Wright 28). With all these benefits, I encourage you to give outdoor programs a try.

Do you already offer something like this at your library? I’d love to hear about it in the comments!

(All photos courtesy of guest blogger)

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Stephanie C. Prato is a member of the ALSC Early Childhood Programs and Services Committee. She is the Director of Play to Learn Services at the Fayetteville Free Library in NY. If you have any questions, email her at [email protected].

The post Encouraging Families to Play Outside appeared first on ALSC Blog.

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Head Start and Early Head Start programs support the comprehensive development of children from birth to age 5, in centers, child care partner locations, and in their own homes.  In fact, did you know that Head Start just realized a milestone 50 year anniversary? This five minute video gives you a quick history of this important community organization.

You can find a Head Start agency in your community by looking at their site locator. Many libraries partner with Head Start sites by sending library staff to the center to conduct early learning story time sessions. Sometimes, a center might have a grant to provide transportation services, so that they can bus students directly to the library for story time or other play based sessions.

One way I like to partner with Head Start is to work with their county based administration office, where I can provide trainings and workshops to staff and teachers, often utilizing resources from ALSC and ALA. Every Child Ready to Read and Babies Need Words are two great examples of program offerings through ALSC that have direct benefit to early education staff members in Head Start centers.

I was recently asked to provide resources to teachers and other staff members at a three day staff training conference for our local Head Start sites. I shared some of my favorite early learning websites: along with examples of activities and books they could use in their classroom settings. Of course, with limited funding, Head Start classrooms love to receive book donations – so I made sure I brought two suitcases worth of new and gently used, like new books for every person attending the workshop to take two books back to use in their classrooms.

Diversity is also an important topic for sites, as many Head Start families come from a multitude of cultures and backgrounds. I shared a booklist that School Library Journal published in July 2015, on Diverse Books for 0-5 year olds, with them, as well as making sure that my give-away items included diverse books.

Overall, for a day outside of my building, I got to connect with over 60 staff members from twenty-three of our counties’ Head Start sites, and tell them about early learning programs and services that their community libraries offer, hopefully strengthening and building a solid connection between the public libraries and another early learning organization. Which organizations do you like to partner with in YOUR community?

Lisa G. Kropp works for the Suffolk Cooperative Library System as the youth services coordinator. She has written this post as a member of the ALSC National Organizations Serving Children and Youth Committee.

The post Getting Ahead with Head Start appeared first on ALSC Blog.

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By now, the special issue of Children and Libraries (login required), focused on diversity, has arrived in many ALSC members’ and CAL subscribers’ mailboxes across the country. As the Guest Editor for this special issue, I have imagined multiple reactions readers might have to the issue – from the cover, to the articles by respected authors and experts on diversity in children’s literature and libraries, to the columns geared to address this timely and critical topic. I hope that readers are drawn in by the cover image of diversity as a concept to be found in literature, absorbed in the articles, and left pondering their own role in the diversity they represent in literature and libraries. This issue is absolutely filled with engaging content that wrestles with some of the most challenging questions of diversity facing librarians and those who share books with children.

The Idea for a Diversity Issue

The idea for this issue grew out of a brainstorming session during a virtual meeting of the Children and Libraries Editorial Advisory Committee, and it has been the focus of our work and conversations for almost two years since that time. The Committee suggested having a themed issue of the journal to focus on topics of current interest to members as a new way to focus the journal and use it as a vehicle to bring about critical conversations. ALSC has already been engaged in work related to diversity, including:

• Día, which grew from the Children’s Day/Book Day celebration
• the Day of Diversity: Dialogue and Action in Children’s Literature and Library
• the Online Day of Diversity Forum
• the new Diversity within ALSC Task Force

Inviting journal submissions exploring diversity in the literature we share and the programs we offer in our libraries seemed like a natural next step to complement and support these important activities.

Thank You to Our Contributors

One of the greatest strengths of this issue lies in the authors who contributed their voices to the conversation.

• KT Horning compiled an invaluable timeline of diversity in children’s literature that will surely find its way into many university children’s literature classes.
• Allie Jane Bruce invites us into a deeply personal look at what it means to be white and how that informs her own lens on the importance of diversity.
• Africa Hands synthesizes contributions from the field, highlighting powerful programming related to diversity happening in libraries.
• Sarah Park Dahlen and Lessa Kanani’opua Pelayo-Lozada revisit the amazing Day of Diversity at the 2015 Midwinter Meeting.
• We were pleased to include an article on serving children with disabilities in library programming by Denise Adkins and Bobbie Bushman, as it was important to us to not only represent diversity as a matter of race, but also of differences in other forms.
• Venerable authors of diverse children’s literature contribute their voices to the discussion in an article bringing together Janet Wong, Kadir Nelson, and Pat Mora’s views on diversity and the role it plays in their work.
• Debbie Reese closes out the issue with her well-articulated and impassioned views of diversity in The Last Word.

This list only touches on the fantastic pieces included in the issue, and the author list, both lengthy and highly respectable, is itself a “yearbook” of sorts of the strong voices in our field who are talking about, writing about, and practicing diversity.

The Conversation Begins

It was a privilege to work with Sharon Verbeten, the Editor of Children and Libraries, throughout this entire process. Her wisdom, experience, and leadership brought the issue together in the integrated, meaningful way in which it is presented. Acting as Guest Editor gave me the opportunity to get to know so many wonderful, kind, and knowledgeable members of ALSC, and I am so grateful to have had this opportunity to spread the word about diversity in literature and libraries. I truly hope you enjoy this issue, share it widely, and use it to spark the discussions that must be had about the diversity in (and out) of our literature and our libraries.

Please read the issue and share your thoughts in the comments below!

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Today’s guest blogger is Mary-Kate Sableski, Ph.D. Mary-Kate is an Assistant Professor in the School of Education and Health Sciences at the University of Dayton. She is also a member of the Children and Libraries Editorial Advisory Committee. 

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Why You Should Read the Diversity Issue of Children and Libraries appeared first on ALSC Blog.

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Three years ago two 5th grade boys fist pumped after they watched the live stream of the Newbery award being announced Midwinter.  “Our book won! Our book won!” they screamed on that day and many days to follow.

Since then I can say confidently that I run a successful 10-week Newbery Committee project alongside my fifth grade team.  I had kids wishing so hard for The Crossover to win the Newbery, they had every joint in their body crossed.  Then when the weather forecasters announced we had a snow day on February 2, 2015, tears poured down their cheeks since it meant not being together to find out the real winner. They did manage to find the link to the live stream on their own!

This year I’m still doing Newbery but also ready to branch out.  Last Spring when I asked a first grade teacher if she would collaborate with me on a Caldecott project her face lit up.  Then I went to Annual (I had to see Kwame accept his award) and some very insightful librarian suggested that I should do a Mock Geisel.  Wouldn’t that be perfect for first graders?  YES!  But wait! Who was this masked person? Where are you when I need help?  I don’t even know where to begin.  I tried Twitter twice and luckily that’s how I landed here.  I am ISO of YOU to help me out!  Do you have a book list?  Would you like to work together?  Are you a Geisel junkie?

There are no Mock lists on Goodreads.  Google “Geisel Award” and you get taken to the ALSC Awards page.  So please, let’s connect!  Want to get our students reviewing books together?  I’m here.  Are you an author or illustrator who wants to Skype?  Let’s do it!  Did you just read a perfect contender for the Geisel award?  Please share.  I can’t wait to make this happen.

This January 11, not only do I want to be on the edge of my seat with my fifth graders waiting for the Newbery announcement, I want to be fist pumping my collaborating first grade teacher and our star studded 6 year olds after hearing that “our book won!”

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Today’s guest blogger is Stacey Rattner. Stacey — the “crazy leaping librarian” — loves to jump with her elementary school students at Castleton Elementary School in upstate New York.  You can find her thoughts about school, books, food, theatre and more @staceybethr or librarianleaps.blogspot.com or her doings and leaping in the library @C_ESLibrary. 

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post ISO Mock Geisel Award Help appeared first on ALSC Blog.

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What distinguished 2015 picture book is going to join the ranks of Beekle, Amos McGee, Mirette, and those mosquitoes that buzz in peoples in ears and win the 2016 Caldecott Medal? The committee is just anxious to find out as you are! Did you know you can make the suggestions to the Caldecott Selection Committee? Yep, and we take your suggestions seriously. So if you opened a 2015 picture book and gasped at the breathtaking beauty on the page, let us know. If you marveled at the brilliant subversiveness when art plays against the expectations of the text, please share. If you have delighted in an illustrator’s exceptional technique in the service of storytelling or sharing information in a compelling way, do tell.

The 2016 Caldecott Award Committee is asking the ALSC membership to submit titles for consideration. The Caldecott Medal, along with Honors selected by the commitee, is presented annually to the to the artist of the most distinguished American picture book for children published in 2015.

You can read the complete terms, definitions, and criteria here, but please make sure the picture books you suggest demonstrate:

• Excellence of execution in the artistic technique employed;
• Excellence of pictorial interpretation of story, theme, or concept;
• Appropriateness of style of illustration to the story, theme or concept;
• Delineation of plot, theme, characters, setting, mood or information through the pictures;
• Excellence of presentation in recognition of a child audience.

Please remember only books illustrated by an American from the 2015 publishing year are under consideration for the award. Also please note that publishers, authors, illustrators, or editors may not suggest their own titles.

And on One Fine Day in January, likely a Snowy Day, All the World will find out which book will shine on for Many Moons.

Please send suggestions to Rachel Payne (Caldecott Committee Chair) at [email protected]

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Today’s guest blogger is Rachel Payne, 2016 Caldecott Committee Chair.

The post Call for suggestions – 2016 Caldecott Award appeared first on ALSC Blog.

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As our library wraps up summer reading, the team at Frisco Public Library is very curious about how other public libraries implement their summer reading programs. So we decided to put together a survey to ask some practical questions about this super busy time that we all dedicate so much time, energy, and creativity to each year. Please take a half an hour or so to complete it when you get a chance. No question is required—please feel free to go into as much or as little detail as you are comfortable with. The survey will be up through the end of September and then we will compile results to share on a later blog post.

You can find our survey at https://www.surveymonkey.com/r/TellUsAboutYourSummerReadingProgram

Thank you so much for sharing information about your summer reading programs!”

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Today’s guest blogger is Jennifer Cummings. Jennifer is the Youth Services Manager at the Frisco Public Library.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post Tell Us About Your Summer Reading Program appeared first on ALSC Blog.

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Around 8:00 a.m. PST on June 26th, 2015, I sat at a Starbucks, downing as much coffee as possible before my first day at ALA Annual began. As I anxiously flipped through Facebook, a theme spread like wildfire through every post: Marriage equality is the law of the land! Love wins! SCOTUS FTW! I could hardly believe my good fortune to be in what felt like the center of the universe for this landmark decision. Awestruck, I gathered up my things and headed to a 3.5-hour preconference: Rolling Out the Rainbow Carpet: Serving LGBTQ Communities. Later that same day, I heard Roberta Kaplan give the opening keynote speech. Two days later, I donned my rainbow regalia and watched the San Francisco Pride Parade.

In addition to all of that amazingness, my conference experience was made special in the following ways:

• Attending a preconference. I gained so much in the way of programming ideas that the preconference practically paid for itself. Also, David Levithan magically appeared as part of a panel discussion and then signed books (squee!).
• Fun, yet practical sessions. I learned the best strategies for approaching my manager with creative (read: far-fetched) ideas. I learned how to fearlessly weed print and digital materials. I learned how to fail gracefully and embrace “relentless optimism” (my new favorite phrase). I learned about the art in Caldecott winners and got a chance to apply that knowledge to upcoming contenders. All this, and more, were immediately applicable to my work.
• The Newbery-Caldecott-Wilder banquet. Putting on a fancy dress and eating dinner with lovely individuals is great. What’s even better? Hearing Dan Santat and Kwame Alexander’s emotionally charged speeches, and then telling them that they made me cry a little bit. I also got to tell Dan Santat how, upon reading The Adventures of Beekle: The Unimaginary Friend, I ran around my library showing everyone Beekle’s backside, saying “Look at his little butt! Look at it!!”
• Meeting authors. Cece Bell referenced the movie Heathers while being unbelievably sweet. After I gushed effusively over I’ll Give You the Sun, Jandy Nelson told me she wanted to take me with her everywhere—especially while writing. Tim Federle told me that my necklace was “funsies.” Authors are rock stars, and I will unapologetically geek out over these interactions for the rest of my life.
• Exhibit hall happenstance. While booking it around the exhibit hall, I screeched to a halt in front of the world’s coolest and most versatile LEGO-Train-Light-Tinker Toy Table. Not only were we in the market, but it even fit my library’s color scheme. Serendipitous! I sped down an uncrowded aisle only to see Raina Telgemeier sitting in a booth all by her lonesome. Magical! I came across my grad school’s booth and there was my advisor! And there were cookies!!  Exhibit hall happenstance: it’s a thing.

Before attending ALA Annual, I spent a lot of time researching it and getting advice from veteran conference-goers. The best piece of advice I got was to talk to everyone. Though extroverted, I am not always outgoing with strangers. But these are librarian-strangers—the best kind of stranger! By chatting with those around me, I managed to befriend people in libraries near my own (what are the odds?), learn major takeaways from sessions I’d missed, exchange business cards, programming advice, book recommendations, laughs, and hugs. Putting yourself out there is the best thing you can do.

Thank you so much to Penguin Young Readers Group and the award committee for allowing me the incredible opportunity to attend the ALA Annual Conference in San Francisco.

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Today’s guest blogger is Heather Thompson. Heather is a Children’s Librarian / eMedia Coordinator and science programming enthusiast at the Cook Memorial Public Library District. Heather was a recipient of the Penguin Young Readers Group Award.

Please note that as a guest post, the views expressed here do not represent the official position of ALA or ALSC.

If you’d like to write a guest post for the ALSC Blog, please contact Mary Voors, ALSC Blog manager, at [email protected].

The post I Left My Heart at ALA Annual appeared first on ALSC Blog.

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