Hey Northwesters! Many of you know I'm prone to rearranging my collection and it shouldn't surprise you that yet again, I'm feeling the itch to move stuff - basically, as soon as my staff gets used to a current arrangement, I find myself planning a New and Improved arrangement.
One of the things I try to keep in mind when reconfiguring my collection is whether or not the change is truly new and improved. I ask myself if the new location will make sense not just to the staff but to the patrons. Next, I try to validate whether or not I've made the best use of the space available. For instance, for the longest time, I had my DVD/VHS collection situated near the back of the department. It was in plain sight from the door, but one would have to walk the entire length of the department to reach the much-desired collection. This positioning was purely marketing - I placed the collection in the far corner with the expectation that patrons would inevitably pick up other items (books! CDs! anything!). And, for awhile, it did seem as if this tactic was successful. But, in recent months, I noticed that my circulation statistics for this niche of my collection weren't improving despite the popularity of the items. I watched patrons come in to the branch, tractor-beamed to the far corner, blind to all of my other efforts to boost circulation (signs! displays! posters!), and I made the decision to abandon the tried and true supermarket technique (you know, milk in the back corner) because it turns out that this doesn't work as well in my library. So, I moved my DVD collection nearer to the center of everything and so far, so good. I don't have any firm data supporting the move as it's just been a month or so, but I'm pleased with the switch. This new location seems to be more in tune with what my patrons expect. Being able to recognize and act on that is somehow just as important as any other aspect of my job.
When it comes to fitting a collection to a space, there's the most obvious criteria: does that collection physically fit the space? I've had a number of good ideas that were nixed even before being put on paper simply because there would not have been enough room to do what I wanted. Other ideas are nixed because they inherently prevent the potential for collection growth (whether due to a lack of weeding or a surplus in the materials budget...). Nothing says "Don't check these books out!" quite like having to use a crowbar to pry the desired volume off of the shelf.
But there are also some less-obvious criteria for fitting a collection to a space: will it flow from one section to the next? Even if you have the space to put your audiobooks at the end of your reference collection, you shouldn't - there's no flow. Your biographies should go at the end of your reference (or some similar project-based collection, like science fair books). Your audiobooks should be placed as near to your other audio/visual materials as possible - this makes it easier for searching, easier for shelving, and easier for patrons. Is it inviting to the intended patron? I used to shelve my Family Favorites picturebooks (the ones that I found were most-requested: Eric Carle, Dr. Seuss, Curious George, and some others) on top of my picturebooks shelving. Now, the picturebook shelving is low - 3ft tall or so. But, for the intended patron - toddlers and pre-Ks - this was just not the most inviting (or safe, for that matter) arrangement. How could I expect these Family Favorites to circulate if Junior couldn't reach the books or, worse, tried to reach the books by climbing on the shelves (and falling, and getting hurt, and just overall being a no-good, very-bad situation)?
But why am I thinking about rearranging my collection again? I mean, aside from the DVD-shift, did I misunderstand my patrons and their needs? Or have things changed so greatly since the last time I did a major rearrange? Neither of those is the answer - instead, I'm looking at changing the layout of the department for very different reasons than I normally use. One, I'd like to have on-the-floor space for storytimes. With our meeting spaces being more frequently booked, I think it would be nice to be able to invite daycares and preschools to the branch without worrying too terribly much about whether or not the meeting space is available (that's not to say I would just start scheduling things whenever I wanted). The way the department is currently laid out, if I were to do a storytime on the floor (and I've done several), I'd be competing for attention with the front door, the front desk, the computer reservation station, the phone, and patrons and staff moving and milling about. I feel like it would be much better for all involved if I could tuck my picturebooks in the far corner, still within my line of sight but just a bit out of the main lane of library traffic.
The other reason I'd like to make this change is as a response to some behavioral issues among our after school patrons. Try as we might to maintain order, every day we face some level of chaso - whether it's from kids that have been penned up in the classroom all day and are just feeling rammy or it's from the 'tweens and teens who are testing authority, there are days and weeks when the staff goes home exhausted. If changing around my collection helps improve my statistics, I wonder what it would do for behavior issues? Would having the after-school crowd closer to the circulation desk and the guard's station mean a kinder, gentler after-school group? There's only one way to find out, I suppose, so let the to-scale drawings begin!
Question for you all: do you feel that you're making the best use of the space in your library? Do you feel like your collection makes sense or do you look at parts of it and say, "Then there's these books and I don't know what to do with them..."? If you had to brag about one feature of your department, what would it be and why? Any other comments or thoughts about making the most of the real estate in your department?
Showing posts with label collection development. Show all posts
Showing posts with label collection development. Show all posts
Saturday, May 9, 2009
Friday, January 2, 2009
A Close Friend's Debut Children's Novel
The Truth About Horses, Friends, and My Life as a Coward. Sarah P Gibson. Ill. by Glin Dibley. Marshall Cavendish Children: Tarrytown, NY. 2008. 146 pp.
Mixing the droll, deadpan understatements of the traditional Maine storyteller and the tongue-in-cheek humor of a Sciezska or a Pinkwater, Sarah P. Gibson offers 16 delightful vignettes of native, Maine Islander Sophie Groves’ struggle deciphering what’s easier: living with three crafty, ornery, downright nasty horses or discovering true friendship among her classmates. Her seemingly doomed attempts to win the respect of her family’s three horses, while at the same time navigating the social world of the pre-teen, looking for a friend who is a true friend and not just a (shudder) “horse lover,” provides a unique and funny look at growing up in Maine.
Each chapter is an unexpected and humorous tale of trials and tribulations showing the horses who’s in charge and trying to convince new found friends that horses are not the adorable, noble steeds they are thought to be. Sophie Groves’ understated, dead-on, Laocoön-like predictions of the horses’ behavior along with her friends shocked surprise upon experiencing the true nature of horses, never fails to provoke a laugh. Gibson allows the reader to experience the sweet sensation of knowing better than the characters that enter into Sophie’s life.
Will anyone ever listen to Sophie when it comes to Sweetheart, Fancy Free, and Really? Are sweets the only means of convincing the horses to cooperate? Can she cope with the Carpwells? How easy is it to tell a moose from a horse on Halloween Night? Is there a true friend for Sophie? Find out the truth behind all these questions in Gibson’s The Truth About Horses, Friends, and My Life as a Coward.
Tuesday, September 23, 2008
Scholastic Drops Bratz Books
(from an e-mail sent by Veronica Britto)
This article originally appeared in SLJ's Extra Helping. Sign up now!
By Debra Lau Whelan -- School Library Journal, 9/22/2008 2:00:00 PM
If you haven’t seen any Bratz books or items in your Scholastic catalog it’s because the publisher has dropped the brand from its book clubs and book fairs following complaints that they promote the sexualization of girls.
However, Scholastic says the move was part of a decision to “rotate the books in our book selection,” which happens routinely after consultations with a team of experienced in-house editors who consult with teachers, librarians, and other customers, says company spokeswoman Kyle Good.
The books are a spin-off of the highly popular 10-inch dolls, which have large heads, wide eyes, and full lips—and are often dressed in tight clothing, miniskirts, fishnet stockings, and feather boas.
The American Psychological Association created a "Task Force on the Sexualization of Girls" in February, 2007 and in its report said it was “worrisome when dolls designed specifically for 4- to 8-year-olds are associated with an objectified adult sexuality.”
Additionally, the Campaign for a Commercial-Free Childhood (CCFC), a national coalition that includes health care professionals, educators, advocacy groups, and parents, launched a letter-writing campaign in April 2007 urging Scholastic to stop promoting Bratz items at schools.
“You flooded Scholastic with emails urging them to stop selling books such as Lil' Bratz Dancin Divas, Lil' Bratz Catwalk Cuties, and Lil' Bratz Beauty Sleepover Bash, “said the CCFC. “And in the end, more than 5,000 emails from CCFC members were too much to ignore.”
Good said Scholastic’s decision wasn’t based on those complaints, but that the publisher does listen to what its customers, especially teachers and librarians, have to say. “Our goal has been and continues to be to provide quality, affordable books that meet the wide range of reading levels and interests of today’s students and help every child develop a love of reading,” Scholastic said in a statement.
Good stressed that Scholastic often gets mixed reviews from its customers—even of award-winning authors such as Phillip Pullman—but oftentimes books like the Bratz titles attract reluctant readers.
The last time Bratz books were available in Scholastic book clubs and fairs was last spring, and they are not scheduled for this year, Good says. The books sold very well at clubs during its first year in 2004 and sales have been slipping ever since.
This article originally appeared in SLJ's Extra Helping. Sign up now!
By Debra Lau Whelan -- School Library Journal, 9/22/2008 2:00:00 PM
If you haven’t seen any Bratz books or items in your Scholastic catalog it’s because the publisher has dropped the brand from its book clubs and book fairs following complaints that they promote the sexualization of girls.
However, Scholastic says the move was part of a decision to “rotate the books in our book selection,” which happens routinely after consultations with a team of experienced in-house editors who consult with teachers, librarians, and other customers, says company spokeswoman Kyle Good.
The books are a spin-off of the highly popular 10-inch dolls, which have large heads, wide eyes, and full lips—and are often dressed in tight clothing, miniskirts, fishnet stockings, and feather boas.
The American Psychological Association created a "Task Force on the Sexualization of Girls" in February, 2007 and in its report said it was “worrisome when dolls designed specifically for 4- to 8-year-olds are associated with an objectified adult sexuality.”
Additionally, the Campaign for a Commercial-Free Childhood (CCFC), a national coalition that includes health care professionals, educators, advocacy groups, and parents, launched a letter-writing campaign in April 2007 urging Scholastic to stop promoting Bratz items at schools.
“You flooded Scholastic with emails urging them to stop selling books such as Lil' Bratz Dancin Divas, Lil' Bratz Catwalk Cuties, and Lil' Bratz Beauty Sleepover Bash, “said the CCFC. “And in the end, more than 5,000 emails from CCFC members were too much to ignore.”
Good said Scholastic’s decision wasn’t based on those complaints, but that the publisher does listen to what its customers, especially teachers and librarians, have to say. “Our goal has been and continues to be to provide quality, affordable books that meet the wide range of reading levels and interests of today’s students and help every child develop a love of reading,” Scholastic said in a statement.
Good stressed that Scholastic often gets mixed reviews from its customers—even of award-winning authors such as Phillip Pullman—but oftentimes books like the Bratz titles attract reluctant readers.
The last time Bratz books were available in Scholastic book clubs and fairs was last spring, and they are not scheduled for this year, Good says. The books sold very well at clubs during its first year in 2004 and sales have been slipping ever since.
Wednesday, August 27, 2008
These Aren't Your Child's Picture Books Anymore
A middle school teacher wants Leo Lionni books to teach her students how to make inferences. A historical preservationist is reinvigorated by Virginia Lee Burton’s The Little House. Two teenagers flirt and read Wee Little Chick to one another. Picture books are not just for children anymore.
The graphic novel naissance—comics renaissance—has provided entry for a new way of seeing and engaging with picture books. The marriage of picture with text or picture with wordless narrative is no longer just the first step of the serious American reader. Illustrated books with and without words are accepted for all ages, thanks to the successes of the graphic novel. This brings us to the humble picture book and the ways in which graphic novels and picture books have been colliding and expanding and exploding conventions. When American Born Chinese, The Red Book, Zen Shorts, The Invention of Hugo Cabret, and The Wall are award winners, we know there must be a sea-change.
I rediscovered picture books as a children’s librarian—no better way, perhaps. While I loved them as a child, I never thought of them as I traveled the typical reader’s trajectory: reading books for children, books for young adults and books for adults. I love children’s and young adult books because of my work. Most likely I would not have discovered their joys elsewhere. When people think of books—if they think of them at all—they adhere to a linear path linking human development and reading. Surely, reading picture books is regressing! Onward and upward, today Chicka Chicka Boom Boom, tomorrow Moby-Dick.
Like any range of literature, picture books can be gentle or challenging, in the terms of their language, themes, design, and images. Picture books can approach a difficult and complicated subject in a comforting and low-pressure way and they can provoke teen and adult readers to look deeply, intentionally, and closely at content that children might miss.
So what can result from interactions between teens and picture books? Teens can learn about book design in Black and White, The Stinky Cheese Man and Other Fairly Stupid Tales, and The Three Pigs; spirituality in Samsara Dog and The Three Questions; “wolves” in Wolves and The Woolves in the Sitee; animal biology (in rhyme!) in Chickens Aren’t the Only Ones; art elements in Hello, Fruit Face! The Paintings of Giuseppe Arcimboldo, Nina’s Book of Little Things, and Voices in the Park; war and violence in Patrol:An American Soldier in Vietnam, The Letter Home, The Butter Battle Book, and Rose Blanche; and death in Michael Rosen’s Sad Book and To Hell With Dying.
Librarians must educate patrons that the picture book is a format not always prescribed for very young children. This is a challenge when we are constantly asked for the 4-year old, 6-year old, and 12-year old sections and we dutifully point to picture books, easy readers, and chapter books. But we can inform parents and teachers of the myriad ways picture books can be used with teens. Picture books can be microcosmic in the multitudes contained in their brevity. Jon Muth’s books sometimes seem to teach us all we need to know about Buddhism.
Picture books can be used with reluctant readers and visual learners, they can be paired with novels or nonfiction works in history lessons, they can initiate art and design projects, draw on art historical connections and critical thinking strategies, and rekindle the personal experience with literature. As students begin deciphering textual meaning, they can use picture book connections to learn about character development, language, and theme. While we think of storytime as an essentially preschool activity, collaborative out loud engagement with text and image can be pursued with teens.
For the picture book to fulfill its programming potential, it would be ideal to cultivate a young adult collection of picture books. This may be a cataloging or administrative challenge, but as we see graphic novels collected in up to three locations in a building, a home for young adult picture books seems possible. While many children’s picture books can be used successfully with teens, avoiding redundancy is probably desired. There are many picture books that work more deeply and better with teens than with children and would probably get more love in a YA division. Some resources to check out include: http://readwritethink.org, http://vue.org, http://www.picturebookart.org, and http://www.wiredforyouth.com/books/index.cfm?booklist=picture
Titles mentioned
Brannen, Sarah. Uncle Bobby’s Wedding
Browne, Anthony. Voices From the Park
Burton, Virginia Lee. The Little House
Decker, Tim. The Letter Home
Gravett, Emily. Wolves
Haring, Keith. Nina’s Book of Little Things
Heller, Ruth. Chickens Aren’t the Only Ones
Innocenti, Roberto. Rose Blanche
Lionni, Leo.
Lehman, Barbara. The Red Book
Macaulay, David. Black and White
Manos, Helen and Julie Vivas. Samsara Dog
Muth, Jon. The Three Questions
Myers, Walter Dean. Patrol: An American Soldier in Vietnam
Richardson, Justin. And Tango Makes Three
Rosen, Michael. Michael Rosen’s Sad Book
Scieska, Jon and Lane Smith. The Stinky Cheese Man and Other Fairly Stupid Tales.
Selznick, Brian. The Invention of Hugo Cabret
Seuss, Dr. The Butter Battle Book
Sís, Peter. The Wall
Strand, Claudia. Hello, Fruit Face! The Paintings of Giuseppe Arcimboldo
Thompson, Lauren. Wee Little Chick
Walker, Alice. To Hell With Dying
Wiesner, David. Three Little Pigs
Wild, Margaret and Anne Spudvilas. Woolves in the Sitee
Yang, Gene Luen. American Born Chinese
Monday, July 14, 2008
Musings on Good Books in Children’s Lit:
Q:What makes a good book?
A: What your patrons like. Or, in library terms, what circulates well. Unfortunately, this might not include what YOU like, or what your years of grad school work tell you is good literature. Immediate Reward is one of the criteria that guarantees that a person will read. A good portion of what children read is prescribed reading. Prescribed – whether by teacher, parent, or other authority figures – Reading is the opposite of Immediate Reward. Prescribed Reading is not retained beyond the end of the assignment calling for the reading, leads to a negative view of reading, and hinders the development of good reading and comprehension skills. Prescribed Reading causes reading to be something to dread and avoid. But reading based on the interests, background, and desire of the child (Immediate Reward) develops a joy of reading, a yearning to learn more, and good comprehension skills.
Q:How do we figure out what circulates well; what our patrons like?
A: By considering the following: *Ethnicity of the reader
*Lifestyle of the reader
*Socio-economic concerns of the reader
*Interests of the reader
Q: How do we determine these considerations?
A: By engaging and connecting with the individual reader whether by a traditional reference interview, a casual conversation, or observation of reading habits over time.
By gaining a sensitivity towards and understanding of the reading community the library serves by studying census data, previous monthly and annual reports generated by the library, recorded circulation trends, articles from professional journals relating to aspects of the particular community. Equally important is the immersion of the librarian into the community by outreach efforts to schools, churches, day cares; by attending street festivals, block parties and other events in the community; by eating at local dining establishments; shopping locally; by walking the neighborhood; by being open and approachable at the library and outside the library.
Bottom Line: “When we read words that have meaning for us, we know ‘it’s worth it.’” (Jacobs & Tunnel, Children’s Literature, Briefly. 2000. p.5). The challenge to the librarian is to create a collection that allows as many patrons as possible to have this experience.
A: What your patrons like. Or, in library terms, what circulates well. Unfortunately, this might not include what YOU like, or what your years of grad school work tell you is good literature. Immediate Reward is one of the criteria that guarantees that a person will read. A good portion of what children read is prescribed reading. Prescribed – whether by teacher, parent, or other authority figures – Reading is the opposite of Immediate Reward. Prescribed Reading is not retained beyond the end of the assignment calling for the reading, leads to a negative view of reading, and hinders the development of good reading and comprehension skills. Prescribed Reading causes reading to be something to dread and avoid. But reading based on the interests, background, and desire of the child (Immediate Reward) develops a joy of reading, a yearning to learn more, and good comprehension skills.
Q:How do we figure out what circulates well; what our patrons like?
A: By considering the following: *Ethnicity of the reader
*Lifestyle of the reader
*Socio-economic concerns of the reader
*Interests of the reader
Q: How do we determine these considerations?
A: By engaging and connecting with the individual reader whether by a traditional reference interview, a casual conversation, or observation of reading habits over time.
By gaining a sensitivity towards and understanding of the reading community the library serves by studying census data, previous monthly and annual reports generated by the library, recorded circulation trends, articles from professional journals relating to aspects of the particular community. Equally important is the immersion of the librarian into the community by outreach efforts to schools, churches, day cares; by attending street festivals, block parties and other events in the community; by eating at local dining establishments; shopping locally; by walking the neighborhood; by being open and approachable at the library and outside the library.
Bottom Line: “When we read words that have meaning for us, we know ‘it’s worth it.’” (Jacobs & Tunnel, Children’s Literature, Briefly. 2000. p.5). The challenge to the librarian is to create a collection that allows as many patrons as possible to have this experience.
Tuesday, June 3, 2008
Cinderella Tales the World Over (and Two Extra)
Cendrillon: A Caribbean Cinderella by Robert D. San Souci. ISBN-10: 0689848889
Cendrillon: A Cajun Cinderella by Sheila Hebert Collins. ISBN-10: 1565543262
The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition by Nina Jaffe. ISBN-10: 0805043845
Smoky Mountain Rose: An Appalachian Cinderellaby Alan Schroeder. ISBN-10: 0140566732
Anklet for a Princess: A Cinderella Story from Indiaby Meredith Babeaux Brucker. ISBN-10: 1885008201
The Persian Cinderella by Shirley Climo. ISBN-10: 0064438538
Abadeha: The Philippine Cinderella by Myrna J. De La Paz. ISBN-10: 1885008171
Domitila: A Cinderella Tale from the Mexico by Jewell Reinhart Coburn. ISBN-10: 1885008139
Yeh-Shen (Paperstar Book) by Ai-Ling Louie.ISBN-10: 0698113888
The Korean Cinderella (Trophy Picture Books) by Shirley Climo. ISBN-10: 0064433978
The Egyptian Cinderella by Shirley Climo. ISBN-10: 0064432793
The Rough-Face Girl by Rafe Martin. ISBN-10: 0698116267
The Turkey Girl: A Zuni Cinderella Story by Penny Pollock. ISBN-10: 0316713147
The Gospel Cinderella by Joyce Carol Thomas. ISBN-10: 0060253878
Bubba, The Cowboy Prince by Helen Ketteman. ISBN-10: 0590255061
Cinderella Tales From Around The World by Ila Lane Gross. ISBN-10: 0971364915
Don't Bet on the Prince: Contemporary Feminist Fairy Tales in North America and England by Jack David Zipes. ISBN-10: 0415902630
Fearless Girls, Wise Women & Beloved Sisters: Heroines in Folktales from Around the Worldby Jane Yolen. ISBN-10: 0393320464
Cendrillon: A Cajun Cinderella by Sheila Hebert Collins. ISBN-10: 1565543262
The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition by Nina Jaffe. ISBN-10: 0805043845
Smoky Mountain Rose: An Appalachian Cinderellaby Alan Schroeder. ISBN-10: 0140566732
Anklet for a Princess: A Cinderella Story from Indiaby Meredith Babeaux Brucker. ISBN-10: 1885008201
The Persian Cinderella by Shirley Climo. ISBN-10: 0064438538
Abadeha: The Philippine Cinderella by Myrna J. De La Paz. ISBN-10: 1885008171
Domitila: A Cinderella Tale from the Mexico by Jewell Reinhart Coburn. ISBN-10: 1885008139
Yeh-Shen (Paperstar Book) by Ai-Ling Louie.ISBN-10: 0698113888
The Korean Cinderella (Trophy Picture Books) by Shirley Climo. ISBN-10: 0064433978
The Egyptian Cinderella by Shirley Climo. ISBN-10: 0064432793
The Rough-Face Girl by Rafe Martin. ISBN-10: 0698116267
The Turkey Girl: A Zuni Cinderella Story by Penny Pollock. ISBN-10: 0316713147
The Gospel Cinderella by Joyce Carol Thomas. ISBN-10: 0060253878
Bubba, The Cowboy Prince by Helen Ketteman. ISBN-10: 0590255061
Cinderella Tales From Around The World by Ila Lane Gross. ISBN-10: 0971364915
Don't Bet on the Prince: Contemporary Feminist Fairy Tales in North America and England by Jack David Zipes. ISBN-10: 0415902630
Fearless Girls, Wise Women & Beloved Sisters: Heroines in Folktales from Around the Worldby Jane Yolen. ISBN-10: 0393320464
A Sampling of African Focused Children's Picture Books
Just a short list. There are so many more! On a personal note: For You Are A Kenyan Child is set amongst the people I lived with while in Kenya and Bringing the Rain to Kapiti Plain is the actual location where I lived!
All of these books portray values, feelings, and attitudes that are universal, so share them with all your patrons, not just those of African descent. Karibuni! Enjoy!
Why Mosquitoes Buzz in People's Ears: A West African Tale by Verna Aardema
ISBN-10: 0140549056 $7.99. A wonderful folktale with beautiful illustrations.
Bringing the Rain to Kapiti Plain (Reading Rainbow Book) by Verna Aardema
ISBN-10: 0803708092 $7.99. A repetitive and growing poem with beautiful illustrations - from East Africa.
Anansi the Spider: A Tale from the Ashanti (An Owlet Book) by Gerald McDermott
ISBN-10: 080500310X $7.95. No African folktale collection can be without several Anansi stories.
A Story, a Story by Gail E Haley
ISBN-10: 0689712014 $7.99. A classic Anansi story about how stories came into the world.
For You Are a Kenyan Child (Ezra Jack Keats New Writer Award) by Kelly Cunnane
ISBN-10: 068986194X $11.53. A Kenyan boy learns a lesson in responsibility.
Mama Panya's Pancakes: A Village Tale from Kenya by Mary Chamberlin
ISBN-10: 1905236646 $7.99. A Kenyan tale. Hospitality is very important in most African countries.
Zomo the Rabbit: A Trickster Tale from West Africa by Gerald McDermott
ISBN-10: 0152999671 $7.00. Another great trickster tale from West Africa.
Fire on the Mountain (Aladdin Picture Books) by Jane Kurtz
ISBN-10: 0689818963 $7.99. A folktale from Ethiopia.
Seven Spools of Thread: A Kwanzaa Story by Angela Shelf Medearis
ISBN-10: 0807573167 $6.95. This original tale (by the author) of seven brothers tells how the famous Kente cloth was created.
Mufaro's Beautiful Daughters (Reading Rainbow Book)
ISBN-10: 0688129358 $11.55. An African Cinderella story with beautiful illustrations - from Zimbabwe.
Masai and I by Virginia Kroll
ISBN-10: 0689804547 $6.99. An African-American girl compares her life to the life of a Maasai child's.
A Is for Africa by Ifeoma Onyefulu
ISBN-10: 0140562222 $5.99. Beautiful photographs of Africa and its people - from Nigeria.
Ashanti to Zulu: African Traditions (Picture Puffin Books) by Margaret Musgrove
ISBN-10: 0803703570 $6.99. A great nonfiction book that paints a picture of the many peoples and culture of Africa.
Africa Is Not A Country by Margy Burns Knight
ISBN-10: 0761316477 $9.95. The authors narrate the experiences of children at play, at school, and at home, and use realistic illustrations to explore the cultural, environmental, ethnic, and social diversity of the 53 countries that make up the African continent..
Jambo Means Hello: Swahili Alphabet Book (Picture Puffin Books) by Muriel Feelings
ISBN-10: 0140546529 $6.99. A great addition to your collection if you want to add in some language.
Moja Means One: Swahil Counting Book by Muriel L. Feelings
ISBN-10: 0140546626 $6.99. A companion book to Jambo Means Hello.
We All Went On Safari: A Counting Journey Through Tanzania by Laurie Krebs
ISBN-10: 184148119X $7.99. A counting tale through the wilds of Tanzania.
Journey to Jo'burg: A South African Story by Beverley Naidoo
ISBN-10: 0064402371 $4.99. A poignant tale of the apartheid in South Africa.
Only a Pigeon by Jane Kurtz
ISBN-10: 0689800770 $5.38. The story of a boy raising pigeons in the Ethiopian capital of Addis Ababa.
Honey... Honey... Lion!by Jan Brett
ISBN-10: 0399244638 $11.55. Beautiful pictures of African animals from a well-known children's author.
Pinduli / Pinduli by Janell Cannon
ISBN-10: 0152046682 $14.81. Another great story with beautiful pictures set among the animals of Africa.
Water Hole Waiting by Jane, & Christopher Kurtz
ISBN-10: 0060298502 $12.74. Another story set on the African savanna.
African Animals ABC by Philippa-Alys Browne
ISBN-10: 1841483192 $7.99. Enjoyable pictures of African animals for young children.
Galimoto by Karen Lynn Williams
ISBN-10: 0688087892 $9.99. An African boy collects scraps of wire to make a galimoto --a toy vehicle. Although he encounters many obstacles in his search, Kondi's persistence is rewarded.
In the Small, Small Night by Jane Kurtz
ISBN-10: 0066238145 $11.55. Two African children comfort each other by remembering African folktales as they cope with their move to America.
Faraway Home by Jane Kurtz
ISBN-10: 0152000364 $11.90. A girl born in American hears from her father what his native country of Ethiopia is like.
All of these books portray values, feelings, and attitudes that are universal, so share them with all your patrons, not just those of African descent. Karibuni! Enjoy!
Why Mosquitoes Buzz in People's Ears: A West African Tale by Verna Aardema
ISBN-10: 0140549056 $7.99. A wonderful folktale with beautiful illustrations.
Bringing the Rain to Kapiti Plain (Reading Rainbow Book) by Verna Aardema
ISBN-10: 0803708092 $7.99. A repetitive and growing poem with beautiful illustrations - from East Africa.
Anansi the Spider: A Tale from the Ashanti (An Owlet Book) by Gerald McDermott
ISBN-10: 080500310X $7.95. No African folktale collection can be without several Anansi stories.
A Story, a Story by Gail E Haley
ISBN-10: 0689712014 $7.99. A classic Anansi story about how stories came into the world.
For You Are a Kenyan Child (Ezra Jack Keats New Writer Award) by Kelly Cunnane
ISBN-10: 068986194X $11.53. A Kenyan boy learns a lesson in responsibility.
Mama Panya's Pancakes: A Village Tale from Kenya by Mary Chamberlin
ISBN-10: 1905236646 $7.99. A Kenyan tale. Hospitality is very important in most African countries.
Zomo the Rabbit: A Trickster Tale from West Africa by Gerald McDermott
ISBN-10: 0152999671 $7.00. Another great trickster tale from West Africa.
Fire on the Mountain (Aladdin Picture Books) by Jane Kurtz
ISBN-10: 0689818963 $7.99. A folktale from Ethiopia.
Seven Spools of Thread: A Kwanzaa Story by Angela Shelf Medearis
ISBN-10: 0807573167 $6.95. This original tale (by the author) of seven brothers tells how the famous Kente cloth was created.
Mufaro's Beautiful Daughters (Reading Rainbow Book)
ISBN-10: 0688129358 $11.55. An African Cinderella story with beautiful illustrations - from Zimbabwe.
Masai and I by Virginia Kroll
ISBN-10: 0689804547 $6.99. An African-American girl compares her life to the life of a Maasai child's.
A Is for Africa by Ifeoma Onyefulu
ISBN-10: 0140562222 $5.99. Beautiful photographs of Africa and its people - from Nigeria.
Ashanti to Zulu: African Traditions (Picture Puffin Books) by Margaret Musgrove
ISBN-10: 0803703570 $6.99. A great nonfiction book that paints a picture of the many peoples and culture of Africa.
Africa Is Not A Country by Margy Burns Knight
ISBN-10: 0761316477 $9.95. The authors narrate the experiences of children at play, at school, and at home, and use realistic illustrations to explore the cultural, environmental, ethnic, and social diversity of the 53 countries that make up the African continent..
Jambo Means Hello: Swahili Alphabet Book (Picture Puffin Books) by Muriel Feelings
ISBN-10: 0140546529 $6.99. A great addition to your collection if you want to add in some language.
Moja Means One: Swahil Counting Book by Muriel L. Feelings
ISBN-10: 0140546626 $6.99. A companion book to Jambo Means Hello.
We All Went On Safari: A Counting Journey Through Tanzania by Laurie Krebs
ISBN-10: 184148119X $7.99. A counting tale through the wilds of Tanzania.
Journey to Jo'burg: A South African Story by Beverley Naidoo
ISBN-10: 0064402371 $4.99. A poignant tale of the apartheid in South Africa.
Only a Pigeon by Jane Kurtz
ISBN-10: 0689800770 $5.38. The story of a boy raising pigeons in the Ethiopian capital of Addis Ababa.
Honey... Honey... Lion!by Jan Brett
ISBN-10: 0399244638 $11.55. Beautiful pictures of African animals from a well-known children's author.
Pinduli / Pinduli by Janell Cannon
ISBN-10: 0152046682 $14.81. Another great story with beautiful pictures set among the animals of Africa.
Water Hole Waiting by Jane, & Christopher Kurtz
ISBN-10: 0060298502 $12.74. Another story set on the African savanna.
African Animals ABC by Philippa-Alys Browne
ISBN-10: 1841483192 $7.99. Enjoyable pictures of African animals for young children.
Galimoto by Karen Lynn Williams
ISBN-10: 0688087892 $9.99. An African boy collects scraps of wire to make a galimoto --a toy vehicle. Although he encounters many obstacles in his search, Kondi's persistence is rewarded.
In the Small, Small Night by Jane Kurtz
ISBN-10: 0066238145 $11.55. Two African children comfort each other by remembering African folktales as they cope with their move to America.
Faraway Home by Jane Kurtz
ISBN-10: 0152000364 $11.90. A girl born in American hears from her father what his native country of Ethiopia is like.
Wednesday, April 9, 2008
Collection Development
Collection Development – Use this label for resources or questions about your library's collection of books and other media. For example, "I recently pruned and weeded all my jSeries books. Here's how I went about it..."
Sunday, March 16, 2008
Three Titles of Interest
Here are three books (2 are dated, but I believe still quite relevant) you might find of interest as a general resource and for use in your children's librarianship research:
1) The Kids' Book Club Book: Reading Ideas, Recipes, Activities, and Smart Tips for Organizing Terrific Kids' Book Clubs. Judy Gelman and Vicki Levy Krupp. NY:Jeremy P.Tarcher/Penguin. 2007. 460 pp. paperback.$16.95.
Editorial Reviews(from Amazon)
The first complete guide-for use by adults and children-to creating fun and educational book clubs for kids.
As authors of The Book Club Cookbook, the classic guide to integrating great food and food-related discussion into book club gatherings, Judy Gelman and Vicki Levy Krupp hear a common refrain from parents, librarians, teachers, community leaders and kids themselves: "How about writing a book for kids' book clubs?" Indeed, in recent years youth organizations, parents, libraries, schools, and our local, state, and federal governments have launched thousands of book clubs for children as a way to counter falling literacy rates and foster a love of reading. Based on surveys representing five hundred youth book clubs across the country and interviews with parents, kids, educators, and librarians, The Kids' Book Club Book features:
_- the top fifty favorite book club reads for children ages eight to eighteen;
_- ideas and advice on forming great kids' book clubs-and tips for kids who want to start their own book clubs;
_- recipes, activities, and insights from such bestselling children's book authors as Christopher Paolini, Lois Lowry, Jerry Spinelli, Nancy Farmer, Christopher Paul Curtis, Andrew Clements, Laurie Halse Anderson, Norton Juster, and many others.
From recipes for the Dump Punch and egg salad sandwiches included in Kate DiCamillo's Because of Winn-Dixie to instructionson how to make soap carvings like the ones left in the knot-hole of a tree in Harper Lee's To Kill a Mockingbird, this book provides a bounty of ideas for making every kids' book club a success.
About the Author
JUDY GELMAN and VICKI LEVY KRUPP are book enthusiasts and cooks who came together as friends to coauthor The Book Club Cookbook: Recipes and Food for Thought from Your Book Club's Favorite Books and Authors. Both authors live with their families in the Boston area.
2)The New Press Guide to Multicultural Resources for Young Readers.Ed. Daphne Muse. NY: The New Press. 1997. 690 pp. $60.00.
Editorial Review From Booklist
This guide to multicultural literature for young people brings together more than 1,000 reviews of picture books, novels, poetry, biographies, and other resources, which cover more than 20 different multicultural communities. The purpose of the book is to provide teachers and librarians with an easy-to-use resource for multicultural materials that includes both print and nonprint titles and identifies the best of these titles. Arrangement is thematic. Each chapter covers a different theme, such as community, family, cultural traditions and ethnic stereotyping, immigration, and justice and human rights. Within each chapter, titles are arranged first by grade level (K^-3, 4^-6, 7^-8) and then alphabetically. In addition to the reviews of resources, the guide includes a number of essays on topics in multicultural education, such as "Ethnic and Gender Stereotyping in Recent Disney Animation," "Illustrating the Point: A Commentary on Multicultural and Stereotypic Picture Books," "Teaching Culturally Diverse Students," and "CD-ROM Technology in the Multicultural Classroom." A number of these essays, such as Beverly Slapin and Jill Lessing's "Handicapism Checklist: What Do We Mean by `Handicapism'?" are reprinted from other sources.
Each chapter begins with a short introduction, signed by the author. Each review was written specifically for this volume and is signed by the author, in most cases a teacher or a librarian, and includes the following information: title, author, illustrator if applicable, publication date and publisher, and the community described in the book, such as Latino, Asian American, or Native American. Information is also provided about special availability, such as braille and foreign-language versions, and related titles. Reviews contain a brief synopsis of the story, the message it intends to convey, critical comments on the way that message is handled, and suggestions for how the title might be used in the classroom. Reviews are generally 300^-500 words long. In many cases, a photograph of the book jacket is included. Publication dates range from the 1960s to 1996, with the majority of the titles published in the 1990s.
Criteria used to assess the titles included the quality of writing and illustration, the accuracy and nuance of treatment of different cultural groups, the extent to which the title provides a new perspective, and the accessibility of text to the target audience. Children's classics and other popular titles that reflect negative stereotypes or outdated thinking may be treated critically in this volume. Most of the titles deal with African American, Native American, Latino, or Asian cultures; however, there are reviews of works that deal with European cultures. The gay/lesbian/bisexual and emotionally and physically disabled cultures are not left out of this work. Titles that reflect these cultures are critiqued as part of the editor's commitment to multicultural education.
The table of contents lists the essays included in each chapter. Theme and grade level are listed on the top of each page, making the volume easy to use. Other useful features include a time line called "Milestones in Children's Literature"; a list of catalogs, media materials, organizations, and books on children's literature; a list of children's book awards; lists of special library collections and notable bookstores; and biographical data about all of the contributors. The guide concludes with an index of titles, authors, and ethnic groups. Under ethnic group, titles are listed by page number only, which makes it cumbersome to locate all those titles dealing with Asian Americans, for example.
A number of other books on multicultural resources have been published contemporaneously. To name a few, Rebecca Thomas' Connecting Cultures: A Guide to Multicultural Literature for Children (Bowker, 1996) provides subject access to 1,600 titles. Multicultural Literature: An Annotated Bibliography, Grades K^-8, by Beth Beutler Lind (McFarland, 1996), lists 1,000 titles under four ethnic groups. This Land Is Our Land: A Guide to Multicultural Literature for Children and Young Adults (Greenwood, 1994) annotates nearly 600 books of poetry and oral tradition. The New Press Guide to Multicultural Resources for Young Readers provides good background and context, as well as longer reviews. The culmination of five years of work, it will be an essential resource for teachers and librarians. It will serve as an easy-to-use source for anyone looking for the best works to teach and learn about diversity and the many cultures that make up American life.
3) The Oxford Companion to Children's Literature. Humphrey Carpenter and Mari Pritchard. NY: Oxford University Press. 1999. $49.95. 588 pp.
Book Description (from Amazon)
The indispensable reference book for anyone concerned with children's books. Over 900 biographical entries deal with authors, illustrators, printers, publishers, educationalists, and others who have influenced the development of children's literature. The range of literature covered includes traditional narrative materials such as legends as romances; fairy tales; chapbooks; genres such as school stories, adventure stories, doll stories, and science fiction; ABC and other learning books; children's magazines, comics, and story papers; picture books; teenage novels; children's hymns; and children's stories on radio television and film. Other entries include: concise plot summaries, from familiar favourites like The Secret Garden to less well-known works such as My Friend Mr Leaky by the eminent scientist J. B. S. Haldane; characters, Andy Pandy to Tiger Tim, Captain Nemo to Shere Khan and Winnie-the-Pooh; literary and historical background, Puritans and penny dreadfuls, libraries and reviewers, racism and sexism; mythical and legendary creatures, trolls, dragons, witches, giants, dwarfs, and goblins; national surveys, including the USA, Germany, France, Italy, Denmark, Iceland, Canada, Australia, and India. Written both to entertain and instruct, The Oxford Companion to Children's Literature is a reference work no one interested in the world of children's books should be without.
About the Author
Humphrey Carpenter's books include biographies of J. R. R. Tolkien, W. H. Auden, C. S. Lewis, Ezra Pound, and Benjamin Britten. He is the author of the popular Mr Majeika series of stories for children. Mari Prichard has worked as a broadcaster and teacher, and is now a local government education officer. She and Humphrey Carpenter were married in 1973 and have two daughters.
1) The Kids' Book Club Book: Reading Ideas, Recipes, Activities, and Smart Tips for Organizing Terrific Kids' Book Clubs. Judy Gelman and Vicki Levy Krupp. NY:Jeremy P.Tarcher/Penguin. 2007. 460 pp. paperback.$16.95.
Editorial Reviews(from Amazon)
The first complete guide-for use by adults and children-to creating fun and educational book clubs for kids.
As authors of The Book Club Cookbook, the classic guide to integrating great food and food-related discussion into book club gatherings, Judy Gelman and Vicki Levy Krupp hear a common refrain from parents, librarians, teachers, community leaders and kids themselves: "How about writing a book for kids' book clubs?" Indeed, in recent years youth organizations, parents, libraries, schools, and our local, state, and federal governments have launched thousands of book clubs for children as a way to counter falling literacy rates and foster a love of reading. Based on surveys representing five hundred youth book clubs across the country and interviews with parents, kids, educators, and librarians, The Kids' Book Club Book features:
_- the top fifty favorite book club reads for children ages eight to eighteen;
_- ideas and advice on forming great kids' book clubs-and tips for kids who want to start their own book clubs;
_- recipes, activities, and insights from such bestselling children's book authors as Christopher Paolini, Lois Lowry, Jerry Spinelli, Nancy Farmer, Christopher Paul Curtis, Andrew Clements, Laurie Halse Anderson, Norton Juster, and many others.
From recipes for the Dump Punch and egg salad sandwiches included in Kate DiCamillo's Because of Winn-Dixie to instructionson how to make soap carvings like the ones left in the knot-hole of a tree in Harper Lee's To Kill a Mockingbird, this book provides a bounty of ideas for making every kids' book club a success.
About the Author
JUDY GELMAN and VICKI LEVY KRUPP are book enthusiasts and cooks who came together as friends to coauthor The Book Club Cookbook: Recipes and Food for Thought from Your Book Club's Favorite Books and Authors. Both authors live with their families in the Boston area.
2)The New Press Guide to Multicultural Resources for Young Readers.Ed. Daphne Muse. NY: The New Press. 1997. 690 pp. $60.00.
Editorial Review From Booklist
This guide to multicultural literature for young people brings together more than 1,000 reviews of picture books, novels, poetry, biographies, and other resources, which cover more than 20 different multicultural communities. The purpose of the book is to provide teachers and librarians with an easy-to-use resource for multicultural materials that includes both print and nonprint titles and identifies the best of these titles. Arrangement is thematic. Each chapter covers a different theme, such as community, family, cultural traditions and ethnic stereotyping, immigration, and justice and human rights. Within each chapter, titles are arranged first by grade level (K^-3, 4^-6, 7^-8) and then alphabetically. In addition to the reviews of resources, the guide includes a number of essays on topics in multicultural education, such as "Ethnic and Gender Stereotyping in Recent Disney Animation," "Illustrating the Point: A Commentary on Multicultural and Stereotypic Picture Books," "Teaching Culturally Diverse Students," and "CD-ROM Technology in the Multicultural Classroom." A number of these essays, such as Beverly Slapin and Jill Lessing's "Handicapism Checklist: What Do We Mean by `Handicapism'?" are reprinted from other sources.
Each chapter begins with a short introduction, signed by the author. Each review was written specifically for this volume and is signed by the author, in most cases a teacher or a librarian, and includes the following information: title, author, illustrator if applicable, publication date and publisher, and the community described in the book, such as Latino, Asian American, or Native American. Information is also provided about special availability, such as braille and foreign-language versions, and related titles. Reviews contain a brief synopsis of the story, the message it intends to convey, critical comments on the way that message is handled, and suggestions for how the title might be used in the classroom. Reviews are generally 300^-500 words long. In many cases, a photograph of the book jacket is included. Publication dates range from the 1960s to 1996, with the majority of the titles published in the 1990s.
Criteria used to assess the titles included the quality of writing and illustration, the accuracy and nuance of treatment of different cultural groups, the extent to which the title provides a new perspective, and the accessibility of text to the target audience. Children's classics and other popular titles that reflect negative stereotypes or outdated thinking may be treated critically in this volume. Most of the titles deal with African American, Native American, Latino, or Asian cultures; however, there are reviews of works that deal with European cultures. The gay/lesbian/bisexual and emotionally and physically disabled cultures are not left out of this work. Titles that reflect these cultures are critiqued as part of the editor's commitment to multicultural education.
The table of contents lists the essays included in each chapter. Theme and grade level are listed on the top of each page, making the volume easy to use. Other useful features include a time line called "Milestones in Children's Literature"; a list of catalogs, media materials, organizations, and books on children's literature; a list of children's book awards; lists of special library collections and notable bookstores; and biographical data about all of the contributors. The guide concludes with an index of titles, authors, and ethnic groups. Under ethnic group, titles are listed by page number only, which makes it cumbersome to locate all those titles dealing with Asian Americans, for example.
A number of other books on multicultural resources have been published contemporaneously. To name a few, Rebecca Thomas' Connecting Cultures: A Guide to Multicultural Literature for Children (Bowker, 1996) provides subject access to 1,600 titles. Multicultural Literature: An Annotated Bibliography, Grades K^-8, by Beth Beutler Lind (McFarland, 1996), lists 1,000 titles under four ethnic groups. This Land Is Our Land: A Guide to Multicultural Literature for Children and Young Adults (Greenwood, 1994) annotates nearly 600 books of poetry and oral tradition. The New Press Guide to Multicultural Resources for Young Readers provides good background and context, as well as longer reviews. The culmination of five years of work, it will be an essential resource for teachers and librarians. It will serve as an easy-to-use source for anyone looking for the best works to teach and learn about diversity and the many cultures that make up American life.
3) The Oxford Companion to Children's Literature. Humphrey Carpenter and Mari Pritchard. NY: Oxford University Press. 1999. $49.95. 588 pp.
Book Description (from Amazon)
The indispensable reference book for anyone concerned with children's books. Over 900 biographical entries deal with authors, illustrators, printers, publishers, educationalists, and others who have influenced the development of children's literature. The range of literature covered includes traditional narrative materials such as legends as romances; fairy tales; chapbooks; genres such as school stories, adventure stories, doll stories, and science fiction; ABC and other learning books; children's magazines, comics, and story papers; picture books; teenage novels; children's hymns; and children's stories on radio television and film. Other entries include: concise plot summaries, from familiar favourites like The Secret Garden to less well-known works such as My Friend Mr Leaky by the eminent scientist J. B. S. Haldane; characters, Andy Pandy to Tiger Tim, Captain Nemo to Shere Khan and Winnie-the-Pooh; literary and historical background, Puritans and penny dreadfuls, libraries and reviewers, racism and sexism; mythical and legendary creatures, trolls, dragons, witches, giants, dwarfs, and goblins; national surveys, including the USA, Germany, France, Italy, Denmark, Iceland, Canada, Australia, and India. Written both to entertain and instruct, The Oxford Companion to Children's Literature is a reference work no one interested in the world of children's books should be without.
About the Author
Humphrey Carpenter's books include biographies of J. R. R. Tolkien, W. H. Auden, C. S. Lewis, Ezra Pound, and Benjamin Britten. He is the author of the popular Mr Majeika series of stories for children. Mari Prichard has worked as a broadcaster and teacher, and is now a local government education officer. She and Humphrey Carpenter were married in 1973 and have two daughters.
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