What is JacketFlap

  • JacketFlap connects you to the work of more than 200,000 authors, illustrators, publishers and other creators of books for Children and Young Adults. The site is updated daily with information about every book, author, illustrator, and publisher in the children's / young adult book industry. Members include published authors and illustrators, librarians, agents, editors, publicists, booksellers, publishers and fans.
    Join now (it's free).

Sort Blog Posts

Sort Posts by:

  • in
    from   

Suggest a Blog

Enter a Blog's Feed URL below and click Submit:

Most Commented Posts

In the past 7 days

Recent Posts

(tagged with 'Guidelines')

Recent Comments

Recently Viewed

JacketFlap Sponsors

Spread the word about books.
Put this Widget on your blog!
  • Powered by JacketFlap.com

Are you a book Publisher?
Learn about Widgets now!

Advertise on JacketFlap

MyJacketFlap Blogs

  • Login or Register for free to create your own customized page of blog posts from your favorite blogs. You can also add blogs by clicking the "Add to MyJacketFlap" links next to the blog name in each post.

Blog Posts by Tag

In the past 7 days

Blog Posts by Date

Click days in this calendar to see posts by day or month
new posts in all blogs
Viewing: Blog Posts Tagged with: Guidelines, Most Recent at Top [Help]
Results 1 - 12 of 12
1. Tracheal Intubation Guidelines

We are used to lines that guide – from those that keep our words straight on the page to those that direct planes down runways or trains along tracks. Moving from lines that guide our direction to guidelines that direct our behaviour, particularly in clinical medicine, is a very exciting time.

The post Tracheal Intubation Guidelines appeared first on OUPblog.

0 Comments on Tracheal Intubation Guidelines as of 11/12/2015 11:04:00 AM
Add a Comment
2. YALSA Seeks Member Manager for Upcoming Teen Programming HQ

YALSA is seeking a Member Manager for its upcoming web resource, Teen Programming HQ, The mission of the new site is to provide a one-stop-shop for finding and sharing information about library programs of all kinds for and with teens. The site will promote best practices in programming by featuring user-submitted programs that align with YALSA’s Teen Programming Guidelines and Futures Report. The site will also enable dissemination of timely information about emerging and new practices for teen programming; raise awareness about appropriate YALSA tools to facilitate innovation in teen programming; and provide a means for members and the library community to connect with one another to support and display their efforts to continuously improve their teen programs. The site is expected to have a soft launch in July and a full launch in September. Please note that web developers have been contracted with to build the site. The Member Manager is not expected to have any web site design or development responsibilities.

The Member Manager will work with YALSA's Communications Specialist to ensure the site is relevant, interactive, engaging and meeting member needs for information about innovation in teen programming, as well as participates in the maintenance of the site and work within the guidelines for the site as set by the YALSA Board of Directors. The Member Manager assists with the recruitment of experts and the collection of content for the site; generates ideas for direction and content; helps obtain, analyze and use member and library community feedback about the site; assists with marketing; and assists with ensuring programming related activities, news and resources from YALSA are integrated in the site, and vice versa.

List of Qualifications for the Member Manager:

  1. Strong project management and organizational skills
  2. Ability to delegate work and to manage a variety of contributors and volunteers
  3. Dynamic, self-motivated individual
  4. Excellent verbal and written communications skills
  5. Experience in web site maintenance
  6. Ability to set and meet deadlines
  7. Knowledge of best practices in teen programming, as outlined in YALSA’s Teen Programming Guidelines and Futures Report
  8. Ability to work well in a team environment
  9. Ability to work well in a mostly virtual setting, including using tools such as Google Drive, Google Calendar, Skype, etc. to coordinate work and communicate with others
  10. Membership in YALSA and a passion for YALSA’s mission
  11. High ethical standards and no real or perceived conflict of interest with YALSA or its portfolio of print and web publications

General Member Manager Responsibilities:

Oversight & Coordination

  • For the inaugural year of the site, work with the Communications Specialist to create and implement systems and processes to ensure efficient oversight, promotion and integration of the site and database. Make adjustments as needed
  • For the inaugural year of the site, work with the expert panel to formalize the vetting process and create and utilize guidelines, standard messaging, etc. to create consistency with the vetting process. Make adjustments as needed
  • Work with the Communications Specialist to recruit and vet experts to vet the program proposals, and submit recommendations to the President
  • Communicate with the Communications Specialist on a regular basis in order to assign tasks, discuss marketing strategies, discuss site management, etc.
  • Work with the blog managers and YALS and JRLYA editors as appropriate to coordinate dissemination of information to members and the library community.
  • Maintain communication with YALSA member groups whose work relates to teen programming
  • Follow all established policies and guidelines, enforce them as necessary and periodically conduct a review of them to ensure currency
  • Direct questions about sponsorships, advertising, etc. to YALSA’s Executive Director
  • Write reports prior to the Annual Conference and Midwinter Meeting for submission to the YALSA Board

Seek Out & Manage Content & Contributors

  • Provide oversight to the panel of experts to make sure the quality of program submissions is acceptable complies with YALSA’s Teen Programming Guidelines and Futures Report
  • With the Communications Specialist recruit contributors on a regular basis
  • Effectively motivate, support and manage a group of volunteers
  • Manage a strategy to deal with comments and spam daily in order to guarantee that the site content is appropriate

Promotion

  • Seek out opportunities to recruit contributors and inform the library community about the site
  • Answer questions and inquiries about the site in a timely fashion
  • Work with the YALSA Website Advisory Board and the Communications Specialist to create cross-promotion of all YALSA's web presences
  • Utilize social media to increase awareness of the site and its content

Technical Maintenance

  • Work with YALSA’s Communications Specialist as appropriate to update and manage software
  • Monitor new technologies and their potential to impact the site, and make recommendations to the Communications Specialist, as appropriate

YALSA Communications Specialist Responsibilities:

  • Communicates regularly with Member Manager to provide support and facilitate work
  • Works with the site developer and the ALA IT Dept. as needed on technical issues
  • Handles all financial transactions for the site
  • Promotes the site through appropriate venues
  • Coordinates efforts and facilitates communication among all YALSA publications, including the blogs and journals
  • Manages the site software, including liaising with the developer and ALA’s IT Dept. to troubleshoot technical issues
  • Ensure site guidelines and policies are complied with
  • Oversee the recruitment process for Member Managers, as needed

The Member Manager will be selected by the YALSA Executive Committee by August 1, 2015. The term of the appointment is one year beginning in August 2015, with an option to renew for a second year, based on performance. The Member Manager will receive an honorarium of $500 per year plus $500 towards travel to each Annual Conference and Midwinter Meeting while serving as Member Manager. Candidates must send a cover letter and resume, which includes project management, teen programming, marketing and website maintenance experiences to [email protected]. All resumes, etc. must be submitted via email. The deadline for submission is July 1, 2015. Please note that this is not a salaried staff position, but a member volunteer opportunity. Please direct questions to Anna Lam at [email protected]

Add a Comment
3. 3 Guidelines to Giving a Great Author Presentation…

Recently, I had the privilege of speaking to a class of grade 7/8 students. Let me tell you I was blown away by how receptive those kids were! I came in with a prepared presentation, and surprisingly found the class wanting to know more and more about what it’s like to be a published author. So, I booked another session with the same class the following week with the teacher, and had the time of my life! The best part wasn’t the readings—though the students wanted to know what happens next when I finished the chapter—it was the question and answer period. And believe me, sometimes kids do ask the darnedest questions!

Whether you’re presenting to a small class like I did or to an auditorium full of people, here are three guidelines for your next presentation that are sure to grab the attention of your audience:

Make it Emotional. You must touch a person’s heart before you reach their head. The easiest and most effective way to make an emotional connection with people is to tell stories. What I did was tell the class about my experiences on the road to publication, and the process behind writing a book. I shared the tough, rejection-filled times, and the high-five signed a contract times. I even sprinkled a smattering of gossip that my agented teen psychic mystery series is presently sitting in the hands of three traditional publishing companies. They ate that up!

Make it Novel. The human brain doesn’t pay attention to boring things. Ideas that spread are unexpected, surprising, and delivered in a fresh or novel way. Kids get this. I came in with a hook. I didn’t talk about my book right off the bat. I asked them about their March Break holiday, and if any of the students went on a trip. Read: I connected with them, engaged them first. After that, we talked about their favorite video games, which rolled into favorite books, which then gathered enough momentum to start my author presentation. Don’t be boring. Be novel.

Make it Memorable. Make’em laugh. Make’em think. Make’em ask questions. Most of all, make’em remember you! The best ideas stand zero chance of being successful if they can’t be recalled. One great technique is the rule of three. It simply means that people can only recall about three pieces of information. Don’t overwhelm your listener. Give them three reasons to invest in you. I started out talking about my past life before engaging the class. They want to know about you the author, and how you ended up standing in front of them. Tease them with what’s in the works for the future, then bring it home with choosing the best possible chapter to read from your book that will leave them hanging, and wanting more.

BTW – This is what the teacher had to say:

“Sharon definitely was prepared and made her presentation interesting for the class. She made a great link between the thinking of video games to the thinking of an author ie) setting, character, plot. Kids totally got that. Saw a little nerves, (had to look at her sheet) but not a routine thing for her. Glad to have her! Sharon also had time to come a second time to answer questions. Thanks!”

~Monica Park, Grade 7/8 teacher for St. Mary’s School, Huntsville ON Canada


Hmm…don’t think the nerve thing will ever go away. LOL! Do you have any author presentation experiences you’d like to share? Love to hear’em!

0 Comments on 3 Guidelines to Giving a Great Author Presentation… as of 4/14/2014 8:23:00 AM
Add a Comment
4. Dead Line

I'm not here.

I hope.

There are a few deadlines for anthlogies/magazines looming that I promised myself I'd write for and I'm so far behind, I'm not even certain how many there are or if I'm too late for some. There's a mound of printed sheets on top of my printer--I see guidelines, interesting writing posts, I press print, I forget about them--and I need to get to.

I also need to bury myself in the Barbed Wire Heart edit and stop allowing distractions to lead me astray.

Normally, if I'm at home and manage to ignore twitter for an hour I call that a result. I'm aiming for a week's silence. It's going to be hard. I've turned off the comment section at the bottom of this post or I'll be tempted to come by and see if anyone's spoken and then I'll reply and in a heartbeat I'll be cruising along to twitter.

I've cleared my google reader of all but one post (that has a link to a short story I want to read and guidelines for a magazine I may be interested in submitting to), but otherwise, I've read everything, and commented where I had something to say. It'll be interesting (and fun) to see how full my google reader is when I return to the web. I think it'll have about 271 blog posts to read. If you fancy guessing how many blog posts you think my google reader will have amassed in my break (which may be 7 days, may be one hour or may even be a month--yeah right), then shoot me an email - catephoenix(at)gmail(dot)com and I'll send the person who gets the closest a prize on my return.

If you need me for anything, send me an email. I'll be checking my mailbox regularly (though, hopefully not too regularly :D)

Here I go...

0 Comments on Dead Line as of 1/1/1900
Add a Comment
5. A Reflection on the OHA’s New Code of Ethics

By John A. Neuenschwander


Last fall the Oral History Association approved a new set of ethical guidelines.  The goal of the task force that prepared the new General Principles for Oral History and Best Practices for Oral History was to provide a more condensed and usable set of guidelines.  The leadership of the Association stressed that the new ethical guidelines would be reviewed periodically to determine if they needed to be amended and/or expanded.  To that end President Michael Frisch recently invited oral historians to join in an online dialogue via the Social Network which can be found on the OHA website.  There will also be a session on the new Principles and Best Practices at the annual meeting of the Association in Atlanta on Saturday, October 30th from 12:00 p.m. to 1:15 p.m. in Room CR 123.

The new Principles and Best Practices like ethic codes of most academic disciplines or fields are intended to help practitioners avoid unprofessional conduct and more indirectly the legal difficulties than can arise from serious ethical lapses.  Some of the suggested practices and procedures in the new Principles and Best Practices are clearly law based while others are derived solely from ethical considerations.   The focus of this is blog is not any specific section of the new code but rather on the absence of any guidelines on the legal standing of interviewers.

From a legal standpoint, there is clearly no seminal court case or specific section of the Copyright Act that designates an interviewer as a joint author.  Despite the absence of any black letter law, there are a number of impressive sources that point to the very real possibility that interviewers are in fact joint authors.  The most telling support for this position comes from the U.S. Copyright Office.  According to their policy manual, Compendium II, “A work consisting of an interview often contains copyrightable authorship by the person interviewed and the interviewer. Each owns the expression the absence of an agreement to the contrary.”   There is also at least one lower court decision and several copyright experts who support the position of the Copyright Office.

The point of all this is that the new guidelines should include some reference to the possible copyright interest of interviewers for both ethical and legal reasons.   Perhaps the best was to do this would be to add a new Principle: Interviewers may also hold a copyright interest in the interviews that they conduct and should always be so informed by the program or archive for which they work or volunteer of their potential rights. Programs and archives who utilized interviewers who are not full-time employees must insure that such interviewers understand the extent of their rights to the interview before they are asked to sign a release.  Interviewers should also receive appropriate acknowledgement for their work in all forms of citation and usage.

John A. Neuenschwander is professor emeritus of history at Carthage College and a municipal judge for the City of Kenosha, Wisconsin. He is the author of A Guide to Oral History and the Law and lectures nationwide on the legal aspects of oral history.

0 Comments on A Reflection on the OHA’s New Code of Ethics as of 1/1/1900
Add a Comment
6. The writing rules


I’ve been going through a reading spurt lately, after I finished the third (and hefty) Eragon book, and I’ve noticed that you can’t judge the validity of the “rules” of writing based on what’s selling in stores.

There are plenty of “rules” that we hear when we’re just starting. I put the word in quotes because really, they’re not rules, but they’re things that as newbies, we might not be able to get away with as much as an established author. They’re things you’ll hear from fellow writers as well as in critiques, both from agents and editors.

What are the “rules”? Here’s a few that I’ve heard and seen broken in books I recently read:

Stick to one point of view: The first draft of my novel switched POV between my protagonist and his father for the first half of the book, then, after the two story lines had come together, focused on the protagonist. In a critique workshop with an agent, I was told children’s books rarely switch POV and I should rework it to just be from my protagonist’s POV. I did, and it worked out fine. But, if you read bestsellers out now, you’ll see that many don’t do this. Christopher Paolini’s Eragon books are a good example.

Avoid ly words: I’ve heard this one a lot, and as guidelines go, it makes sense. The descriptive ly words can slow down prose. Many times, they’re not needed. This is an extreme example, but you don’t need to write “STOP!” the man said loudly. The STOP! tells us he’s saying it loudly. But, I can’t help enjoying ly words at times. I use them probably more than those who tell the “rules” would like, but I like them. To me, used well, they can be delicious and make a sentence that would have been toast and jam, toast and jam with whipped cream and sprinkles. And guess who uses them a lot: J.K. Rowling. She’s pretty successful. :)

Never use the word Suddenly: I’ve heard this one a lot too, and actually, I’ve got to say I agree. Never is a bit strong. There’s probably a time and place when suddenly would spark up a paragraph, but not with sentences like: Suddenly, she grabbed him. Using the word suddenly to describe that something, well, suddenly happens, is fine but it’s easy. It’s the quick go to word, but it’s not the most creative way to move the action. Don’t get me wrong, I’ve used this word, and in sentences like my example, plenty of times. But when I see them in my revisions, I try to rewrite them. And most of the time, the context of the story, the action, is moving fine and doesn’t need a suddenly thrown in. Recently, I read the first book in the Sisters Grimm Fairy Tale Detectives series by Michael Buckley and was surprised to see that in the climactic scenes near the end of the book, Suddenly was running around lose and fancy free. Now, I really loved this book. The characters were strong, the story fun and many many times Buckley had me laughing out loud. But, to be honest, all the suddenlys stuck out to me, and I don’t know if it’s because I’ve heard the “rule” so much or what, but it actually slowed the pace of the action. They weren’t needed, because the action was doing fine without them.

For newbie writers trying to get a foot in the business, sure, we have to make sure our manuscripts are Mr. Clean clean. They’re going to be scrutinized more than one from an author whose last book sold 100,000 copies. Do we stick to the “rules” or break them? I say, go with your heart. Ultimately, tell a great story in a great way. If it’s a little unconventional, breaking the “rules” so to speak, it might take a little longer to find the right agent and editor, but you will; if you believe in your story, you will. But it’s good to know the “rules” so you can decide whether you want to break them. Some of them are said for a reason.

What “rules” have you heard and seen ignored in the bestsellers?

Write On!

3 Comments on The writing rules, last added: 5/30/2009
Display Comments Add a Comment
7. Why?

Why do we ask that manuscripts be double-spaced? Obviously it’s easier on the eyes, but actually it’s also easier to edit. Traditionally, copy editing has been done by hand on the page, and for editors to have the space they need to make notes, editing marks, and adjustments the lines need to be double-spaced. It also helps agents edit and critique as well. Often when editing I make notes to either myself or my author on the page, and having more space between lines to do that is easier for everyone to read.

Why do we require page numbers and headers on every page? Have you ever dropped a manuscript all over the floor? Well, that’s obvious, but the other, not-so-obvious reason is that often I print out material to read on the back of old manuscripts. Having a header and page numbers helps me keep track of which side I’m supposed to be reading. Page numbers are also imperative in editing. When writing a revision letter to an author I almost inevitably refer to the page something is on. It makes it easier for us all to find it.

Why do we like submissions unbound? Rarely is reading done in the office and juggling a 400-page manuscript while standing on the subway is nearly impossible. An unbound manuscript can easily be divided and carried around as needed. One piece can go in my checked suitcase while the rest can be carried on.

Why do agents want queries without any other material? Don’t they know that judging a book from a query only is unfair to the author? I receive 25 to 30 email queries each day. Imagine if that were 25 to 30 proposal packages. I wouldn’t have room in my office for anything else. And, truthfully, the query can say a lot. Most of the time I am able to judge the author’s writing, style, and voice from the query alone.

Any other questions?

Jessica

33 Comments on Why?, last added: 10/20/2008
Display Comments Add a Comment
8. Dead Jesters

Another market folks. Novello Publishers have announced the following submission guidelines for an anthology titled Dark Jesters, to be edited by Nick Cato and L.L. Soares.


DARK JESTERS:
AN ANTHOLOGY OF HUMOROUS HORROR


Release Date: Fall 2009

General Info: Novello Publishers is seeking 10 hysterical stories to fill their first trade paperback humorous horror anthology.

Word count is not to exceed 2,000, NO EXCEPTIONS. The shortest accepted piece will be 1,500, but closer to the 2,000 mark is ideal for this project.

Stories must be horror-oriented-no scifi unless in the vein of "Alien." Stories will be selected (mainly) on their humor content: the harder you make the editors laugh the better chance your story will be picked. Any story that insults the horror genre will not be selected; "humorous horror" does not mean we want to "make fun" of the genre. We want to see "real" horror stories with a humorous angle. Whether your story deals with classic monsters (such as vampires), the apocalypse, serial killers, ghosts, or (you fill in the blank), we want the readers to laugh 'till it hurts.

Stories that rely on profanity will probably not make the cut. Make us laugh without dropping F-bombs and your chances of acceptance skyrocket.

Format: Send your story double-spaced in a Times New Roman or Courier font as a .doc or .rtf attachment, NO EXCEPTIONS. Please underline any italicized words.

Payment: $40.00 and one contributor copy. WOW! Is it just me, but - WOW!

Note: NO REPRINTS. This will be an all-original anthology. If your story is selected you will be asked to give Novello Publishers 1 year's exclusive rights.

Reading Period: August 1st through November 30th

Send submissions to: [email protected] with DJ SUBMISSION in the subject heading. Hard copy submissions may be sent to NOVELLO PUBLISHERS/ Box 060382 / Staten Island, NY / 10306. Hard copies must be post-dated NO LATER than November 10th, 2008.

The table of contents will be announced in early December, 2008.

10 Comments on Dead Jesters, last added: 8/10/2008
Display Comments Add a Comment
9. When Can You Say Thin Is Too Thin?

Alexander R. Lucas, M.D., author of Demystifying Anorexia Nervosa is Emeritus Professor of Psychiatry and former Head of the Section of Child and Adolescent Psychiatry at the Mayo Clinic. For forty years he has been a recognized authority on anorexia, with a practice that drew patients from around the world. Demystifying Anorexia Nervosa defines anorexia, illustrates how it can evolve and how common it really is, and outlines every part of the treatment process, from the early warning signs that parents should watch out for, to the initial evaluation, to specific treatment plans. In the post below Dr. Lucas questions a French bill which would regulate the promotion of extreme thinness.

The French parliament’s lower house recently adopted a bill that would make it illegal for anyone to promote extreme thinness. The bill is aimed at magazines, advertisers, and particularly Web sites. Pro-anorexia Web sites (also known as pro-ana) glorify anorexia as a lifestyle choice rather than an illness. They are popular sites that advise teenagers and young women how to maintain extreme thinness. They are frequented by anorexics who share their experiences and advise one another about unhealthy practices.

This latest move by the French parliament comes after a Spanish fashion show banned models with a body mass index of less than 18, indicating waif-like abnormal thinness. This was a reaction to the 2006 death of the top Brazilian model Ana Caroline Reston. She weighed only 88 lb. at 5’ 8” and had suffered from anorexia and bulimia. In the U.S. the Council of Fashion Designers of America adopted guidelines for its models to be healthy, not anorexic or bulimic.

The French bill, if passed by the senate, would be the strongest of its kind, and would impose high financial penalties, even imprisonment, if an infraction caused the death of a victim. This raises several questions. Can the avoidance of extreme thinness be legislated? Are voluntary guidelines preferable? And, more crucially, to what extent do cultural influences as conveyed by the media cause anorexia nervosa?

There are many factors that lead to anorexia nervosa. First of all there is a biological predisposition with a genetic basis. Further, the individual developing anorexia nervosa has certain personality characteristics including willful determination and persistence. Individual psychological influences also play a role. Finally, there are the cultural influences, glamorizing extreme thinness. Thus, there is usually no single cause, but a combination of influences that lead to anorexia nervosa. Of these, the cultural influences would seem most easily to be altered, but would require a wholesale change in our society’s attitude, in advertising, and in the messages conveyed by the media.

It is naïve to think that a law will prevent anorexia nervosa. Any efforts, however, to establish healthy guidelines for models could protect them from excessive dieting. Healthier role models would also send the message to teenage girls that extreme thinness is not fashionable.

ShareThis

0 Comments on When Can You Say Thin Is Too Thin? as of 1/1/1990
Add a Comment
10. Our Guidelines

Writing Guidelines
SCBWI Writers of Lower Fairfield
Founded by Stacy Barnett Mozer

This critique group is for adults dedicated to writing for children. As members of this group we pledge to give each other the needed push necessary to get our work written and out there to be seen by others.

1) Our meetings will be held every three to four weeks. Members can begin to arrive at 7:30 P.M. The meeting will start promptly at 7:40 P.M. allowing ten minutes for small talk, drinks, and snacks.

2) At 7:40 P.M. each member whose work will be critiqued will be given 15 minutes of feedback. A prearranged facilitator will create a schedule for the order in which the works will be critiqued and will keep the group on time.

3) If a group member cannot attend the meeting, they should send the author written feedback by e-mail.

4) To maximize the usefulness of each critique, the author should indicate to the group if there is something specific they want their readers to look for, or if they want a general critique.

5) During the critique session the author may only speak to ask clarifying questions. He or she may not try to explain or defend his or her work. Reads will take turns identifying something specific they admire about the work, and then identify something they feel the author needs to improve.

8) Members who do not wish to share their own writing can still critique the work of others. Members should submit by the Thursday before the next meeting.

9) At the end of the meeting, time will be left for shop talk: what we’ve learned about the market, books or software to recommend, announcements, workshops to recommend, and to celebrate publications.

10) At times we’ll declare a Theme of the Month: query letters, finding agents, an aspect of writing or story telling, and will each bring materials to share around that theme. We may also use meeting time for guest speakers.

11) The point of the group is to help each member become better at their craft while having fun, meeting new people, and making connections. These guidelines are always open for change in order to further that goal.

0 Comments on Our Guidelines as of 1/1/1990
Add a Comment
11. Checking in from the ChLA Conference 2

I was out walking amongst the fireflies (the single most wonderful thing about Smalltown) when I suddenly realized I never recapped Day Two of the Children's Literature Association conference. So here's what I found most interesting on Day Two:

  • A paper on why Christians in the U.S. object to the Harry Potter series. In short, this scholar chalked the objections up to: a) a general attitude in the U.S. that prose should be a window on the world and not imaginative and b) that many Christians in particular look to prose for instructions and fact.
  • A paper on the Narnia series and The Giver. The speaker argued that both texts could be read as steeped in Christian imagery and that the Narnia series was not any more heavy-handed or proselytistic than The Giver. I didn't agree with her, but the paper was well written, interesting, and the discussion was great.
  • One scholar (on a great panel on Multicultural Children's Books) argued that the "most effective [multicultural] books are ones that 'other' the white middle class reader." She used one of Jacqueline Woodson's books as a particularly good example of this technique.

It was a great conference overall. Highly recommended!

1 Comments on Checking in from the ChLA Conference 2, last added: 6/19/2007
Display Comments Add a Comment
12. Checking in from the ChLA Conference

Today was day one of the Children's Literature Association Annual Conference located this year in Newport News, Virginia. I've never been in this area of Virginia before (near Williamsburg) and let me say that it is just beautiful. Trees, trees, and more trees.

Today I gave a paper on Baba Yaga in Anglo-American picture books and attended a number of interesting panels. Here's what I found most interesting on day one:

  • A panel called "Generational/Cultural Differences" focused on generational differences between immigrant parents and their first-generation children. Because the books the panelists studied were written long ago (A Tree Grows in Brooklyn and Farewell to Zanzibar, among them), a discussion began as to what would be considered "typically American" now to a child with immigrant parents. Audience members said, immediately, mall culture and consumerist behavior. This makes sense to me, but I have to wonder, is that all? What do you all think? What would a first-generation American consider "mainstream" American today?

  • A graduate student from the University of Pittsburgh presented a fascinating queer reading of Lilo and Stitch. She paid particular attention to the Hawaiian notion of "ohana" and the "family" who joins for dinner at the end of the film.

  • A graduate student from The New School presented an interesting paper on how the Holocaust informed Daniel Handler's A Series of Unfortunate Events. And, she wasn't reading into the books. Handler responded to her paper (alas, not in person) in detail.

More tomorrow...

7 Comments on Checking in from the ChLA Conference, last added: 6/15/2007
Display Comments Add a Comment