The presentation as a whole went over very well. Our slides were informative, the sources were reputable, and our manner was professional in accordance with the audience. However, there were a few things that could have been improved upon. At the beginning, rather than just jumping into the recommendations we should have touched upon the behavior of a grieving child. Thus parents would know what to watch out for and tips on how to handle the behavior. It would also have been beneficial to mention the parameters of the conversation (or conversations) so parents would understand how to discuss death with their child. If we had done this we could have continued to connect the specific sources back to this base and explain how each source can aid the conversation. This would have better tied the presentation together in a smoother and neater manner rather than the somewhat jumpy route that we took by introducing different sources without a base. Another way in which we could have added to our presentation would have been to include material in other languages. Overall, we do believe our presentation would have been a more complete success with these changes. While a delicate topic, we believe we handled it with understanding and patience.
Founding Father Material for Children
Founding Father Annotated list of Materials for children
Link is Below
Read Aloud Reflection: I Spy with My Little Eye
Gibbs, E. (2014). I spy with my little eye. Somerville, MA: Templar Books, an imprint of Candlewick Press.
I am not a public speaker. Any opportunity to speak in front of a large group of people gets me nervous! This was the second time this semester I had to read a children’s book in front of a class and was less nervous. However, my nerves impacted my overall performance as I read the book too quickly. I felt pressure as I knew my classmates were grading me and many of the comments mentioned I rushed through my reading. In the future I will try to be more aware of my pacing, hopefully improving with practice.
Overall, I am glad I choose I Spy With My Little Eye to read. Reading a book with minimal words required creativity with the audience. The words and pictures in the book were large so students could easily read from far away. My classmates commented that I should have pointed to the words as I read, encouraging students to follow along with me. Before class the professor mentioned that students should sit on the floor as I read the story. I was hesitate at first, but realized this was helpful and it encouraged more eye contact and interaction.
As I was considering the book, I had trouble placing the age group, but was satisfied with my decision. Parents and children as young as two years old, can enjoy reading a fun, interactive book, and playing a guessing game together.
I appreciate the class feedback and was happy that many of the students liked the introduction as I explained the game and provided an example, modeling the activity before I began. Being enthusiastic about the material, reading at a slower pace, and having more interactions with the class were suggested. Next time I have a chance to read a children book I will try to read with more inflection in my voice. With practice, I will over come my fear of public speaking, becoming more confident.
Though I had some issues such as pacing, reading and interacting with the “children,” this exercise was helpful and I enjoyed reading to the class. I stepped outside my comfort zone and the honest class feedback was appreciated!
Importance of Intellectual Freedom in Children’s Librarianship
Intellectual freedom is the right of every individual to seek and receive information from all points of view without restrictions. This freedom is the basis for our democratic system and allows citizens to be well informed of any topic. It is important that kids have diverse material options so they can learn to make their own decisions. Encouraging and protecting the free flow of viable information to children and their guardians is vital. The School Library Media Centers and Intellectual Freedom webpage states that, “students’ right to access to information includes the right to develop skills necessary to locate and obtain materials and to examine critically and interpret the information that they find.” Children’s librarians provide the best materials to teach children how to locate accurate and reliable information and become critical thinkers.
A children’s librarian must be prepared for material challenges as children’s materials are often criticized by adults. According to a study done by Jaclyn Lewis Anderson, the youth services director of the Madison County Library system found that it is most often parents challenging materials that they find inappropriate for all children. A children’s librarian needs to explain that while the parent has the right to choose what materials their child has access to, this does not apply to all children within the library system. Often this attempt to ban or censor a material adds interest as shown in a different study conducted on children’s views of censorship by Natasha Isajlovic-Terry and Lynne McKechnie. They found (through interviews) that children understand that some materials are meant for adults, but some children do not believe that their parents or guardians should have total control over their reading materials. It was also understood that if an adult were to view something that they had accessed to be inappropriate and it was banned the child would use their own agency to regain access to the controversial material. Children are intelligent and adults need to recognize their ingenuity to become knowledgeable, the best way to do that is to have access to the right information. Intellectual Freedom is a core value for children’s librarians as a means to provide access to valuable information without restrictions.
Annotated Source Recommendations for Librarians:
Asato, N. (2011). The origins of the freedom to read foundation: public librarians’ campaign to establish a legal defense against library censorship. Public Library Quarterly, 30(4), 286- 306.
This source would be extremely useful for librarians looking to explain library censorship and the library’s censorship protections to library patrons who may be looking to challenge a material they find problematic. A base history of some of the legal cases may also give a librarian more confidence in dealing with this delicate situation.
Stauffer, S. (2014) The dangers of unlimited access: fiction, the internet and the social
construction of childhood. Library and Information Science Research, 36(3-4),
154-162.
The internet is a constant issue in the censorship debate, is there such thing as too much internet freedom and if so, how much is too much? This article addresses both sides of the internet argument, the laws put in place regarding it, and can aid a librarian in creating a plan for their own library in regards to children and the internet.
Isajlovic-Terry, N., McKechnie, L. (2012). An exploratory study of children’s views of
censorship. Children & Libraries: The Journal of the Association for Library Service to
Children, 10 (1), 38-43.
As mentioned above this article focuses on children’s opinions of censorship and the ways in which they operate regarding censored materials. It’s useful for a children’s librarian to understand their patrons, their needs, and their opinions on materials.
Anderson, J. (2014). The classification of censorship: an analysis of challenged books by classification and subject heading. The Journal of the New Members Round Table, 5(1), 1-18.http://www.ala.org/nmrt/sites/ala.org.nmrt/files/content/oversightgroups/comm/schres/endnotesvol5no1/2classificationofcensorship.pdf
Children’s Librarians can refer to the study to get the most frequently challenged subjects and the reader audiences most affected by these challenges. While they are creating their collections they can refer to past book challenges and be wary of future objections to their children’s collection.
Intellectual Freedom: Issues and Resources. Retrieved April 18, 2017, from http://www.ala.org/advocacy/intfreedom
Librarians can get direct information regarding intellectual freedom for the ALA website. If needed they can get direct quotes regarding children’s right, toolkits, guidelines, and more insights to inform the patrons of their rights.
Oltmann, S. M. (2016). Public Librarians’ Views on Collection Development and Censorship. Collection Management, 41(1), 23-44. doi:10.1080/01462679.2015.1117998
The study is a valuable resource for librarians, as colleagues were asked about the pressure in developing collections, agreement with intellectual freedom statements and correspondence regarding personal beliefs and intellectual freedom statements. The paper resulted in the overall belief of intellectual freedom being a core value for the profession of librarians.
References
Anderson, J.C. (2014). The classification of censorship: an analysis of challenged books by
classification and subject heading. Endnotes, 5(1), 1-18.
Isajlovic-Terry, N., McKechnie, L. (2012). An exploratory study of children’s views of
censorship. Children & Libraries: The Journal of the Association for Library Service to Children, 10 (1), 38-43.
Little Mouse Gets Ready
Smith, J. (2009). Little Mouse gets ready. New York: Toon Books.
Summary: When Little Mouse’s mom tells him to get ready for a field trip to the barn, he begins getting dressed, with a few problems. Will he master all the intricacies of putting on his clothes, from snaps and buttons to Velcro and tail holes, leading to a surprise ending. This book will be great for all readers, easy to read, with fun illustrations and a great sense of humor.
Review:
Being a little kid and having trouble with putting on clothes is a universal problem. The surprise ending captures a blend of whimsy and practicality storytelling, while the mouse is simply adorable. Smith’s art is as beautiful and fun as always. From the eagerness of Little Mouse’s face as he runs off to get his clothes, to the careful concentration of pulling on a sock, every moment simply explodes in cuteness. Little Mouse Gets Ready is yet another perfect introduction to a lifetime of reading graphic novels.
Appeal: This comic will appeal to young children as the themselves learn to take initiative and learn to put on their own clothes. The storyline is fun and simple as it reinforces relevant concepts to children such as feet and socks. Young readers will enjoy the large font and child friendly illustrations as two or three comic strips grace each page. The story teaches children about putting on clothes while throwing in some humor as mice don’t wear clothes.
Educational Connections:
Clothes and Getting dressed
Taking Initiative
Planning Steps for activities
Click to access lmo.cc.lp.as.pdf
Genre: Humor, Fiction
Interest Level: Age 3+
Reading level: K – 2nd
Awards:
2009 Theodore Seuss Geisel Honor Book
School Library Journal Best Comics for Kids 2009
Association for Library Service to Children’s Graphic Novels Reading List 2013, 2014,2016
A Junior Library Guild Selection
Featured in School Library Journal’s Best Comics for Kids
Pennsylvania Center for the Book Best Children’s Books for Family Literacy 2010
2009 Theodore Seuss Geisel Honor Book
School Library Journal Best Comics for Kids 2009
Association for Library Service to Children’s Graphic Novels Reading List 2013, 2014,2016
A Junior Library Guild Selection
Featured in School Library Journal’s Best Comics for Kids
Pennsylvania Center for the Book Best Children’s Books for Family Literacy 2010
Read-Alikes:
Benny and Penny in The Big No No!
In this beginner comic book, Benny and his sister Penny are suspicious of their new neighbor and go snooping and uncover a lot about themselves and a new friend. Through many misunderstandings, they learn to apologize and make a new friend. Young children will love the graphic-novel format and the charming illustrations will draw them into the story. It is easy to read and follow scenes with all the illustrations.
Hayes, G. (2015). Benny and Penny in the big no-no!: a Toon book. Minneapolis, MN: Spotlight.
Silly Lilly and The Four Seasons
Lilly is a little girl who delights in the unexpected surprises of each season, peering inside shells in the summer and tasting different kinds of apples in the fall. Similar to Little mouse, concepts are learned and reinforced in this charming graphic novel. Lilly learns about the outdoors and introduces the youngest readers to the colors, words, and shapes in nature.
Rosenstiehl, A. (2014). Silly Lilly and the four seasons: a Toon book. Somerville, MA: Toon Books.
Digital Media and Apps
Vercelletto, C. (2017). The Digital Wild West of Apps Is an Opportunity for Librarians. School Library Journal. Retrieved April 28, 2017, from http://www.slj.com/2016/02/technology/applications/cooney-study-on-early-literacy-app-market-reveals-sound-advice/
Christina Vercelletto surveyed language and literacy apps targeted to children through various digital app stores for librarians to promote and share with their patrons. The recommended choosing high-quality apps that encourage participation. Librarians need to know what to look for when choosing apps for young children and be ready with resources to help parents and children carefully select digital apps. The article is targeted for children librarians as they select apps for their libraries digital devices and share them with their community through social media. The article does not review one app program, but recommends to libraries how to search for, recommend, promote, and utilize the apps. Librarians trying to choose digital apps face a truly “digital wild west,” with too many options. Librarians could teach parents strategies for getting involved with their children’s app play or connect an app to a library program.
SLJ App Review and The HornBook App Review websites coincides with the article’s views on digital apps. Cindy Wall, a children’s librarian said that, “We must use multiple sources to find quality app titles and quality app reviews to ensure that the apps meets or exceeds the developer description..” The article suggests that finding the best apps can be difficult and to look beyond the best educational apps promoted in app stores. Having professional sites such as School Library Journal promote and review the apps is vital in ensuring that the apps are appropriate for the target audience and fulfills the goals of the program.
The Importance of Intellectual freedom in Children’s Librarianship
Intellectual freedom is the right of every individual to seek and receive information from all points of view without restrictions. This freedom is the basis for our democratic system and allows citizens to be well informed of any topic. It is important that kids have diverse material options so they can learn to make their own decisions. Encouraging and protecting the free flow of viable information to children and their guardians is vital. The School Library Media Centers and Intellectual Freedom webpage states that, “students’ right to access to information includes the right to develop skills necessary to locate and obtain materials and to examine critically and interpret the information that they find.” Children’s librarians provide the best materials to teach children how to locate accurate and reliable information and become critical thinkers.
A children’s librarian must be prepared for material challenges as children’s materials are often criticized by adults. According to a study done by Jaclyn Lewis Anderson, the youth services director of the Madison County Library system found that it is most often parents challenging materials that they find inappropriate for all children. A children’s librarian needs to explain that while the parent has the right to choose what materials their child has access to, this does not apply to all children within the library system. Often this attempt to ban or censor a material adds interest as shown in a different study conducted on children’s views of censorship by Natasha Isajlovic-Terry and Lynne McKechnie. They found (through interviews) that children understand that some materials are meant for adults, but some children do not believe that their parents or guardians should have total control over their reading materials. It was also understood that if an adult were to view something that they had accessed to be inappropriate and it was banned the child would use their own agency to regain access to the controversial material. Children are intelligent and adults need to recognize their ingenuity to become knowledgeable, the best way to do that is to have access to the right information. Intellectual Freedom is a core value for children’s librarians as a means to provide access to valuable information without restrictions.
Annotated Source Recommendations for Librarians:
Asato, N. (2011). The origins of the freedom to read foundation: public librarians’ campaign to establish a legal defense against library censorship. Public Library Quarterly, 30(4), 286-306.
This source would be extremely useful for librarians looking to explain library censorship and the library’s censorship protections to library patrons who may be looking to challenge a material they find problematic. A base history of some of the legal cases may also give a librarian more confidence in dealing with this delicate situation.
Stauffer, S. (2014) The dangers of unlimited access: fiction, the internet and the social construction of childhood. Library and Information Science Research, 36(3-4), 154-162.
The internet is a constant issue in the censorship debate, is there such thing as too much internet freedom and if so, how much is too much? This article addresses both sides of the internet argument, the laws put in place regarding it, and can aid a librarian in creating a plan for their own library in regards to children and the internet.
Isajlovic-Terry, N., McKechnie, L. (2012). An exploratory study of children’s views of censorship. Children & Libraries: The Journal of the Association for Library Service to Children, 10 (1), 38-43.
As mentioned above this article focuses on children’s opinions of censorship and the ways in which they operate regarding censored materials. It’s useful for a children’s librarian to understand their patrons, their needs, and their opinions on materials.
Anderson, J. (2014). The classification of censorship: an analysis of challenged books by classification and subject heading. The Journal of the New Members Round Table, 5(1), 1-18.http://www.ala.org/nmrt/sites/ala.org.nmrt/files/content/oversightgroups/comm/schres/endnotesvol5no1/2classificationofcensorship.pdf
Children’s Librarians can refer to the study to get the most frequently challenged subjects and the reader audiences most affected by these challenges. While they are creating their collections they can refer to past book challenges and be wary of future objections to their children’s collection.
Intellectual Freedom: Issues and Resources. Retrieved April 18, 2017, from http://www.ala.org/advocacy/intfreedom
Librarians can get direct information regarding intellectual freedom for the ALA website. If needed they can get direct quotes regarding children’s right, toolkits, guidelines, and more insights to inform the patrons of their rights.
Oltmann, S. M. (2016). Public Librarians’ Views on Collection Development and Censorship. Collection Management, 41(1), 23-44. doi:10.1080/01462679.2015.1117998
The study is a valuable resource for librarians, as colleagues were asked about the pressure in developing collections, agreement with intellectual freedom statements and correspondence regarding personal beliefs and intellectual freedom statements. The paper resulted in the overall belief of intellectual freedom being a core value for the profession of librarians.
References
Anderson, J.C. (2014). The classification of censorship: an analysis of challenged books by classification and subject heading. Endnotes, 5(1), 1-18.
Isajlovic-Terry, N., McKechnie, L. (2012). An exploratory study of children’s views of censorship. Children & Libraries: The Journal of the Association for Library Service to Children, 10 (1), 38-43.
Non-Fiction Literary Awards
The Robert F. Sibert Informational Book Medal established by the Association for Library Service to Children in 2001 is awarded to the writer and illustrator of the most distinguished informational book published in English. The book, Parrots over Puerto Rico by Cindy Trambore and illustrated by Susan L Roth, is a picture book telling the intertwined histories of the Puerto Rican parrot and the island of Puerto Rico, culminating with current efforts to save parrots from extinction.
The National Council for Social Studies (NCSS) established the Carter G. Woodson Book Awards for the most distinguished young readers books which depict ethnicity in the United States. The 2016 winner, Poet: The Remarkable Story of George Moses Horton was written and illustrated by Don Tate. It is a nonfiction picture book about George Moses Horton, an enslaved poet. He became the first African American to be published in the south, where his poetry protested his enslavement.
The Seibert and NCSS awards are similar in that they choose books which present and interpret factual material. The Seibert award is given to children’s and adult books, while NCSS is only given to children’s books. They both give awards to non fiction books, a genre that is at times not recognized enough by the literary community. Books relating to ethnic minorities and cultural history rarely receive the recognition they merit from professional organizations. 2 Parrots over Puerto Rico and Poet: The Remarkable Story of George Moses Horton both discuss important and influential topics in their community.
The BFG: Book Review
Gr 2 Up – Young Sophie has been captured by a big friendly giant (BFG), who spends his days blowing happy dreams to children. The BFG and Sophie concocts a plan to save the world from other man-gobbling giants, such as the Bloodbottler, Fleshlumpeater, or Bonecruncher. Parents need to know that there’s no need to be concerned about scary giants than in your average folk tale. Though some giants discuss how delicious children can be, which might bother sensitive readers. The made-up language, might be difficult for the lower end of the target age group to read themselves, so the novel works best as a read-aloud as it aids developing readers. Dahl continues to charm a wide age range of readers with uproarious storytelling and illustrations which provide fascinating insight into a fantasy world. The book is guaranteed to be a hit for beginning chapter book readers looking for silliness and adventure.
Dahl, Roald. The BFG. illus. Qunitn Blake. 258p. Penguin Book. Tr $9.99. ISBN 0-224-02040-4
Newbery Medal Controversy with Sci-Fi and Fantasy
The John Newbery Medal is a literary award given by the Association for Library Services to Children, a division of the ALA. The award is given to authors of “the most distinguished contribution to American literature for children.” The award is known for choosing books based on realism rather than speculative fiction and fantasy. Some critics find realism to be a higher form of entertainment than fantasy and therefore it is often ignored or ridiculed rather than critiqued in the same manner. According to the ALA criteria for the award, “The book displays respect for children’s understandings, abilities, and appreciations.” It is funny that more sci-fi and fantasy books aren’t given the award as many children’s books are about fantasy worlds, animals who talk, and places that do not exist. Sci-fi and fantasy seem to be popular with children’s authors, as they consistently reinvent early folk tales for a new generation. Adults may enjoy reading about realism, but children enjoy books about dragons and monsters. The award winners which are chosen by a committee of adults, seem to choose titles that mirror their own interests rather than that of children’s. To consider this specific genre as less-than just because it does not mirror the interests of literary adults is a true issue that must be addressed by the Newbery Committee.
InkedVentures 