Tuesday, November 20, 2012

Themed Reviews: Thanksgiving


What are you thankful for this Thanksgiving? Giving thanks is the heart and soul of this American holiday. Every year, on the fourth Thursday in November, we spend time with loved ones-cooking a big Thanksgiving dinner, making holiday crafts and decorations, and volunteering in the community. We express our gratitude-just like Junie B. in Junie B., First Grader: Turkeys We Have Loved and Eaten (and Other Thankful Stuff), which has this popular character working with her first grade classmates to win a school competition for the best list of things they are grateful for. The other recent children's titles featured here focus on the rich history and traditions of Thanksgiving with heart and humor. To search for more "Turkey Day" titles, learn about awards, and find curriculum tools search the CLCD database.




Sarah Gives Thanks
Mike Allegra
Illustrated by David Gardner
   Today, Thanksgiving in the United States is an official holiday that occurs on the fourth Thursday in the month of November. However, this was not always the case; until the mid-1800s when a woman named Sarah Hale campaigned for several years to recognize Thanksgiving as a national holiday. Read the introductory information about Sarah Hale's life and background. She was a single mother with several children to support. In order to provide for her family, Sarah Hale worked as a writer and editor for a women's magazine; her articles influenced many subscribers. During her life, Sarah felt that it was important for Americans to give thanks for the many blessing that they received. She wrote to several presidents asking that they make Thanksgiving a national holiday but there was no action taken. She continued to write letters and was determined to make it happen. Abraham Lincoln received one of Sarah's letters. During his presidential term, Lincoln proclaimed Thanksgiving a national holiday. In 1863, Hale's dream to make Thanksgiving an official holiday became a reality. In the book, readers will find illustrations depicting some of the different periods of Sarah's life. At the back of the book, the author's notes provide additional information about Sarah Hale. There is a list of sources about her life and publications. 2012, Albert Whitman & Company, Ages 6 to 10, $16.99. Carrie Hane Hung (Children's Literature). 
ISBN: 9780807572399

Thursday, November 15, 2012

National Book Award: Young People’s Literature

The 2012 winner of the National Book Award for Young People's Literature is William Alexander for Goblin Secrets. Here are two reviews taken from CLCD (The Children's Literature Comprehensive Database); if you are not yet a subscriber for further information and reviews sign up for a free trial to CLCD.



Goblin Secrets
William Alexander

Reading Measurement Programs:
Lexile Measure 710

ISBN: 9781442427266 (hardcover)
ISBN: 9781442427280 (ebook)



Reviewer: Leslie Worrell Christianson (Catholic Library World, September 2012 (Vol. 83, No. 1)).
                Zombay is not an easy place to live for an orphan boy named Rownie whose brother Rowan is missing. Rowan disappeared after performing with a troop of Goblin actors. In order to find his brother, Rownie has to run away from Graba, a menacing and cruel witch with metal clockwork chicken legs, who takes in stray children. Performing and wearing masks is against the law for citizens of Zombay. Goblins are people that have been “changed” and are no longer citizens, so their performances are ignored by the Lord Mayor’s guard. Rownie joins the troop of Goblins who are also looking for Rowan because he holds the key to the future of Zombay. Rownie begins to secretly perform and wear masks while with the troop. His forbidden friendship with these castaways reveals that the Goblin’s ancient craft of mask making is tied to the heart and soul of the city. Rownie eventually finds his brother but their reunion only reveals a new purpose and relationship for the pair. The visual imagery of this book swirls together, darkness, clanking and grinding metal, gears, cogs and teeth, burning, and automatons with adventure, humor, hope, transforming waters, and friendship. Like a folktale, this book has a magical and dreamy atmosphere that juxtaposes the beauty and release of myth with the gruesomeness of life in Zombay. 2012, Margaret K. McElderry/Simon & Schuster, Ages 8 to 13, $16.99.

Reviewer: Kate Quealy-Gainer (The Bulletin of the Center for Children’s Books, April 2012 (Vol. 65, No. 8)).
                A tempestuous river divides the city of Zombay into two parts: the wealthy, aristocratic Northside, run by the Mayor and his gearworked Guard, and the Southside, whose impoverished residents are under the control of Graba, a powerful, cruel witch who takes in orphans to be her servants. Rownie and his older brother, Rowan, have been her charges since their parents were taken by the River, but Rowan has recently gone missing after performing in an illegal play. Rownie runs away to join a goblin theater troupe in the hopes that the actors might have a clue to Rowan’s whereabouts, and he learns that Rowan was to play an essential part in a ritual meant to save the town from an impending flood—so his disappearance means certain doom for the citizens of Zombay. The appeal here lies in Alexander’s careful construction of a distinctive world: touches of steampunk can be found in Graba’s geared-up legs and the Mayor’s automaton guards while a more ancient, primal magic seems to guide the goblins and their powerful brand of storytelling. The plot, however, sputters at points, with action scenes often limping to uneventful conclusions and the River’s villainy never quite crystallized beyond a vague threat. Rownie is a sweet kid, however, and although he is a lifelong resident of Zombay, his innocence and bewilderment at the seedier sides of his town provide a nice access point for younger readers. Rowan’s savage ultimate fate may be a bit of a shock, but the bittersweet ending remains true to the story’s overall dreamy, melancholic tone. 2012, McElderry/Simon & Schuster, Grades 4 to 7, $16.99.

Friday, November 9, 2012

Themed Reviews: Veterans Day


 On November 11, 1918 an armistice between Allied Forces and Germany was signed, ending World War I after four years of fighting. The armistice ended hostilities at the 11th hour of the 11th day of the 11th month of 1918. The following year U.S. President Woodrow Wilson issued the first Armistice Day proclamation:
   To us in America, the reflections of Armistice Day will be filled with solemn pride in the heroism of those who died in the country's service and with gratitude for the victory, both because of the thing from which it has freed us and because of the opportunity it has given America to show her sympathy with peace and justice in the councils of the nations.
   On Armistice Day in 1921, an unidentified American soldier killed in WWI was buried in a special tomb in Arlington National Cemetery; now know as the Tomb of the Unknown Soldier. It is guarded 24 hours a day, 365 days a year by members of The Old Guard and located near the center of the cemetery.
   Armistice Day was declared a Federal holiday in 1938. Celebrations honoring WWI veterans continued to include parades, public gatherings, and moments of silence.
   After World War II and the Korean War, veteran service organizations lobbied congress to amend the 1938 act—changing the word "Armistice" to "Veterans." This new legislation was signed by President Dwight D. Eisenhower on June 1, 1954. Since November 11, 1954 the U.S. has honored American veterans, living or dead, of all wars on Veterans Day.
   The following recently published books are about Veterans Day, wars involving American soldiers, or the impact veterans have on their friends and family. Browse through this feature and those from previous years to discover more.



Veterans Day
Julie Murray

   As a brief introduction for youngsters about one of America's most important national holidays, every sub-topic has its own chapter with actual photographs, key vocabulary in bold red and basic text in a large font. Concepts are explained using simple descriptions beginning with the significance of Veterans Day in honor of those who have served in the military. There is a small amount of U.S. History related to its origins as Armistice Day. For example, President Woodrow Wilson designated it to be celebrated for the first time on November 11, 1919 as World War I concluded. Not until 1938 did this holiday become official. However, in 1954 after World War II and the Korean War ended, the name was changed to Veterans Day. Other countries around the world commemorate veterans on Remembrance Day on or near November 11. France still has an Armistice Day since the word armistice means "the end of hostilities." No matter when special holidays are officially celebrated, young children can investigate Passover, Easter, Ramadan, Juneteenth, and Saint Patrick's Day in this friendly "Holidays" series. Colorful photos bring real life to the forefront in each engaging book. Handy sections at the end of books cover Interesting Facts, Important Words, Web Sites, and provide a nice Index. Extensions to other subjects and concepts are easily incorporated by related hands-on projects, additional reading, oral conversations, and assorted media. 2012, ABDO Publishing Company, $17.95. Ages 7 to 11. Reviewer: Susan Treadway, M.Ed. (Children's Literature). 
ISBN: 9781617830433

Tuesday, November 6, 2012

Themed Reviews: Election (Part III)


After the long, arduous campaign process leading to the White House, the newly elected President of the United States of America and his (or, someday, her) family moves into the Presidential Quarters of America's most famous residence. The site was chosen by George Washington and the corner stone was laid in 1792. Eight years later, the White House, designed by James Hoban, was completed. Since 1800 with President John Adams and his wife Abigail as the first official occupants of the White House, there has been a succession of interesting inhabitants in the 1600 Pennsylvania Ave mansion.
   As The White House aged and demands for space grew, several presidents made renovations and additions to the structure. In 1902, President Theodore Roosevelt oversaw a renovation and made some significant changes, including moving his office from the Second Floor to what is now known as The West Wing. President William Taft had the Oval Office constructed in an enlarged office wing. During the Truman administration, major renovations were needed due to structural deterioration. Except for the exterior walls, the entire house was gutted and restored. Through the intervening years, The White House has been modified and remodeled to suit the needs of various changes in governmental procedures and to reflect the tastes of different residents.
   More excellent information can be found at the official website of The White House.
   The following facts are from the website:
    White House Trivia
  • There are 132 rooms, 35 bathrooms, and 6 levels in the Residence. There are also 412 doors, 147 windows, 28 fireplaces, 8 staircases, and 3 elevators.
  • At various times in history, the White House has been known as the "President's Palace," the "President's House," and the "Executive Mansion." President Theodore Roosevelt officially gave the White House its current name in 1901.
  • Presidential Firsts while in office... President James Polk (1845-49) was the first President to have his photograph taken... President Theodore Roosevelt (1901-09) was not only the first President to ride in an automobile, but also the first President to travel outside the country when he visited Panama... President Franklin Roosevelt (1933-45) was the first President to ride in an airplane.
  • The White House kitchen is able to serve dinner to as many as 140 guests and hors d'oeuvres to more than 1,000.
  • The White House requires 570 gallons of paint to cover its outside surface.
   Some of The White House residents have been the pets of the Presidential Families. It is hard to imagine an alligator lounging in the halls or a flock of sheep grazing on the lawn; but those are only a couple of example of some of the creatures that have taken up residence at the home of America's First Family. The families (and their pets) need to be taken care of as the go about their duties, so there are many people who work at The White House. Their behind-the-scenes efforts support all of the events that are held there, as well as all of the things that are needed to keep a real family well fed and comfortable.


Contributor: Sheilah Egan, Literature Consultant


The President's Stuck in the Bathtub: Poems about the Presidents
Susan Katz
Illustrated by Robert Neubecker

   Susan Katz has turned amusing facts about American Presidents into rhyme. She begins with the fact that George Washington never slept in the White House--although he designed it, the building was not finished until John Adam's term. As for John Adams, we learn he was called "His Rotundity" instead of the title of His Majesty which he advocated should be used for the President. Most of the Presidents through Woodrow Wilson are included-he is the one who kept sheep on the White House Lawn as part of the WWI home front efforts. The title of each poem fits the topic and is followed by the president's name and their dates as president; each verse is followed by a short factual note. Neubecker's good humored illustrations complement the light hearted tone of the text. All in all, middle schoolers introduced to this book are likely to decide history isn't all dry as dust. 2011, Clarion/Houghton Mifflin Harcourt, Ages 8 to 12, $17.99. Reviewer: Mary Hynes-Berry (Children's Literature). 
ISBN: 9780547182216

Thursday, October 4, 2012

Fire Prevention Week


Fire Prevention Week is October 7 - 13, 2012

This year’s theme is “Have 2 Ways Out” which focuses on the importance of fire escape labels, planning, and practice. Read these fire safety tips and check out the titles below for ways to teach fire prevention.

Have a look back at our previous feature.


Firefighters to the Rescue
Meish Goldish
            Emergencies can happen at any moment, and firefighters must always be ready to save the day. The exhilarating title from “The Work of Heroes: First Responders in Action” series gives readers an inside look at some of the dangerous situations that firefighters face every day. Captivating color photos with informative captions accompany touching stories of heroic rescues and brave actions in dangerous situations. This high-interest work gives children a glimpse inside life at the fire station, methods of job training, and reasons that some choose this dangerous but rewarding career. Included are thought-provoking true accounts of catastrophic events with photos, including the terrorist attacks of September 11, 2001 and the Deepwater Horizon oil rig explosion. Readers will learn that firefighters are not only called on to extinguish fires, but respond to various other emergency situations as well. Readers will become familiar with different vehicles used to fight fires, including pumper trucks, planes, and fireboats. New or challenging words are printed in bold and are defined in simple terms in the glossary. In addition, a photo showing a firefighter in full gear is clearly labeled, helping readers to understand the purpose of each piece of equipment. While recommended for those at a third grade reading level, this book will appeal to any children who are interested in a firefighting career or who are fascinated by these real-life heroes. 2012, Bearport Publishing Company, $25.27. Ages 8 up. Reviewer: Rachelle Andrade (Children's Literature).
ISBN: 9781617722844

Description: http://www.clcd.com/spacer.gifFire Disaster
Chris Oxlade
            The nature of fires and the procedures taken to restore balance after disasters caused by fires are presented within this text. In the beginning, fire is defined and the conditions required for a fire to begin are provided. As further explanation, numerous examples of previous destructive fires around the world are given. These examples give the reader a relatively thorough glimpse into the dangers of fires and the steps that were taken toward restoring communities that experienced such tragedy. The glossary is succinct and informative as it provides clear definitions for new words presented in the text. The illustrations throughout are artistically displayed contributing to the overall artistic yet serious message of the text. The supplemental information, such as Breaking News and At-A-Glance, provide the reader with additional resources to explore for further study of this type of disaster. The index is all-conclusive and provides a nice final piece to an informative book. Part of the “Emergency!” series. 2011, Arcturus Publishing, $28.50. Ages 8 up. Reviewer: Allison Fetters (Children's Literature).
ISBN: 9781848379534

Fire Trucks in Action
Anne E. Hanso
            This text is part of the “First Facts: Transportation Zone” series specifically focused on vehicles “in action” that might be of interest to young elementary readers. This particular text, focused on firetrucks, defines what that rescue vehicle can do, provides a short history of how putting out fires all started with human fire brigades and how technology through the years changed fire-fighting approaches, and then discusses how fire engines work today. The book also highlights the features of a working fire truck, how many firefighters typically make up a crew, and finishes with “fire truck facts” that readers should be intrigued by as they move through the text. For example, I didn’t know that Dalmatians became mascots because in the early days of fire trucks, the dogs kept rats away from the horses that pulled the fire tanks. Photos come in two batches: black and white photos (and the occasional painting) present the history of fire fighters, from fire brigades through horse-drawn tanks, while contemporary endeavors are illustrated through photos that show fire trucks and their crews in action today. As with the other books in the series, I continue to appreciate the “Hands On” section that highlights an activity or an action in which younger readers can partake. The Glossary, Read More, and Web Sites sections are solid; an Internet site called “FactHound” with a code offered in the text provides interested readers even more information about firefighting. The text, and the series in general, provides an effective look at a number of vehicles in action in an easy to follow format that will encourage kids’ fluency in reading. 2012, Capstone Press, $23.99. Ages 5 to 9. Reviewer: Jean Boreen, Ph.D. (Children's Literature).
ISBN: 9781429668248

Rescue Vehicles
Mary Kate Doman
            On both water and land, these rescue vehicles are busy saving people. One or two sentences along with each photo summarize what they are doing. Police cars, helicopters, and ambulances are featured in action photos. A helicopter rescues someone from a boat, fire trucks put outfires, and lifeboats rescue people lost at sea. The photos have some details of interest to young children, such as the close-up of a bell on one of the trucks, and a photo of a helicopter and ambulances that looks like it was taken at the scene of some emergency. The small book is designed for pre-readers, and a note to parents and teachers explains that the text introduces simple concepts with repetition of words and short simple sentences. It contains a table of contents, a word list with photos, bibliographical references, and an index. Free educator guides are available online. Part of the “All About Big Machines” series, this text is informative and interesting. Children who are just learning to read could learn new words with the help of an adult. 2012, Enslow Elementary/Enslow, $21.26. Ages 4 to 6. Reviewer: Vicki Foote (Children's Literature).
ISBN: 9780766039346

Saving Animals from Fires
Stephen Person
            When people hear of wildfires they often think of the many animals that may be in danger. It may be relatively easy to save a pet from a home that is at risk of burning, but the problem becomes more involved for people who own multiple pets or who live on a farm. Sadly, most wild animals are in grave danger when a fire begins. Even if they can out run the flames or burrow in the ground, their home and their food sources are often destroyed by the fire. This informative book thoroughly explains how all animals are in danger when fires begin, and it discusses the growing efforts to help save them. Every page contains at least one bright photograph with a corresponding caption, and interesting facts are interspersed throughout. The chapters are two pages long and there is only one paragraph on each page. This book will appeal to readers with an interest in animals, science, natural disasters, or in helping others. It has a glossary, index, and useful bibliographical references, making it an ideal reference source. It is part of the “Rescuing Animals from Disasters” series. 2012, Bearport Publishing, $25.27. Ages 8 to 12. Reviewer: Denise Daley (Children's Literature).
ISBN: 9781617722936

Wednesday, October 3, 2012

Themed Reviews: Election Part II


History and Humor of Getting Elected in the United States

   Many of those who have run for an elected office are quite aware of their place in history and contemplate how historians may view their actions in the future. Many of those same people would probably want to avoid records that shed a humorous light on their political platforms but also recognize that life can be humorous - even for politicians or especially for politicians. Can you imagine President Lincoln telling jokes? ". . . as a member of the Illinois House of Representatives, Lincoln reportedly 'kept the House in a continuous roar of merriment.'" Apparently he loved to make people laugh and told jokes even after he was elected. He kept books of jokes to read to friends and visitors to the White House.

   The following selections were gleaned from the rich literature resources found at CLCD and reflect the humor of elections and the elected, as well as some of the changes in the history of elections and voting in the United States.

   Using CLCD made it easy for me to build this list, restricting my searches to those books published since the last election (parameter setting: titles from 2008 through the present). Also, I was able to search for specific ages and particular subjects (ex: election humor). Take the free trial and discover for yourself the power of the database. CLCD will aid teachers, librarians, parents, and others who work with children and young adults. I know that I find it invaluable when I need to have access to vast amounts of information about literature.

Contributor: Sheilah Egan, Literature Consultant


President Pennybaker
Kate Feiffer
Illustrated by Diane Goode
   When his father issues an especially undeserved edict, Luke Pennybaker exclaims the universal cry of children everywhere: "It's not fair!" Not satisfied with just complaining, Pennybaker decides to do something about it. So, he runs for President of the United States on a platform that promises pets for all children, dessert any time of day, optional homework, and most importantly, to make life fair. With his dog Lily as a running mate, Luke heads out on the campaign trail, and the promises continue to grow. The retro style of clothes, cars, and telephones in Goode's illustrations give the story an old-time feel. Her whimsical watercolors energize this timely tale of a grassroots movement and the democratic process. Children will laugh at the idea of an orange White House, as well as the other ridiculous promises made by Pennybaker, but teachers can use the silly story as a springboard for more serious discussion about the election process. Pair this with Cronin's Duck for President for a fun November story time. 2008, Simon & Schuster Books for Young Readers/Simon & Schuster Children's Publishing, Ages 4 to 7, $16.99. Reviewer: Heather Christensen (Children's Literature). 
ISBN: 9781416913542

Wednesday, September 5, 2012


Election, Part I

The Nuts and Bolts of Getting Elected to the Office of The President of the United States of America

   Leadership choice has roots in the long ago past. Perhaps the earliest people acceded to the person with the loudest voice or strongest arm; later groups may have followed the leader whose food finding abilities outshone others in the group; fertile females proved their worth by increasing the size of the clan, and so may have provided the foundation of matriarchic influences. As groups, tribes, and clan affiliations expanded into more organized gatherings of peoples, the basics of civilizations came into being. Leaders or absolute rulers often passed their authority down to their own offspring or named their successors, choosing from the next generation. Sometimes after the death of a leader, a group would hold contests of skill or individual-combat among possible candidates; with the winner becoming the new leader. As civilizations advanced, certain people were granted the ability to help determine the direction their people/government would take. Advisors, counselors, and others were drawn from the populace to support and provide information to the established ruler. Not everyone was allowed to participate: often only the most wealthy or influential families were considered worthy to have a voice with the leader. Of course, the poor, the enslaved, the uneducated (the majority of ordinary people), and most often women were excluded as incapable of making important decisions. Time and advances in thinking led to the idea of democratic processes for selecting leaders. Not until the twentieth century did the idea of the general population voting for a leader come into common practice in democratic countries. Needless to say many countries still do not have the option to vote for their leadership.

   Archeologists have found records that reveal a variety of methods of voting in ancient times: from stones placed in different containers, to marks made in clay tablets, to a selection of specially colored or shaped pieces of wood to indicate specific choices. One can also imagine votes made by calling out one's opinion, a show of hands, volume of crowd approval, or sheer noise. The idea of a secret ballot evolved as reprisals against those who publically disagreed with a popular choice entailed violence or shunning. In modern times here in the U. S., ballot boxes for individualized voting became more standardized and morphed into "electronic" voting machines that could tabulate votes much faster than counting individual votes by hand. Many communities have purchased voting machines from a variety of manufacturers.(See: Voting Technology: The Not-so-simple Act of Casting a Ballot by Paul S. Herrnson, Brookings Inst. Press) Some have proved more reliable than others, resulting in challenges to the final outcomes based on malfunctions, improper instructions, or misuse of the machines themselves.

   But the physical process of voting for the Office of President of the U. S. of A. is only a part of the journey to the White House. Candidates go through a long, complicated process to see their names on the final ballot. Most politicians begin in their youth with an interest in the governmental process, often running for offices in high school and college settings. Later they may become active in local politics and start their careers at the county or city level. After working on campaigns for others and helping shape the ideas of their particular parties on a local or state level, they may seek office themselves. Learning about the process of campaigning, writing speeches, speaking at rallies and to the media all help to prepare a candidate for the long, concentrated effort to run for the White House.

   These titles are concentrated on the process of elections and the efforts of candidates to get elected to the highest office in the U. S., the Presidency. Next month the titles selected will cover the history and humor of presidential campaigns and the presidents themselves. In November, we will feature "Living in the White House," selections that deal with pets, chefs, children, and others (along with presidents) who have called the White House home.

   Make your own voice count-be sure to vote!

Sheilah Egan, Literature Consultant



Getting Elected: A Look at Running for Office
Robin Nelson and Sandy Donovan
   This title in the "How Government Does Work" series is a real winner. It is easy enough for a second grader to understand the concepts, but complete enough for a fourth grader to learn a lot from the text. Each page has a captioned photograph or illustration highlighting the concept. Each book covers a different part of the government including the different branches, along with important documents and campaigning. The book on the presidency has current photos of Obama, but it also has historic photos and paintings of past presidents. The books could be used for a read-aloud since the information is short and the photos and captions will keep the reader interested. Bibliography. Glossary. Index. Recommended. 2012, Searchlight Books/Lerner Publishing Group, Ages 7 to 11, $27.93. Reviewer: Maureen Mooney (Library Media Connection, May/June 2012). 
ISBN: 9780761365198

Wednesday, August 15, 2012

Themed Reviews: Back to School

Heading back to school, or going for the first time, can bring a range of emotions in children and teens. We have broken up the titles in this feature into three age groups: 4 to 8, for the littlest students; 8 to 12, for late elementary and middle school; and older students, ages 12 and up. Help get the students in your life ready to head back into the classroom this fall with funny stories like, 8 Class Pets + 1 Squirrel [Divided By] 1 Dog = Chaos; or by learning what school was like in the past, with School 100 Years Ago. For the older crowd, novels such as The List, get into the minds of contemporary students as they navigate the academic and social demands of high school.

For more resources to help kick start the new school year check out the new CLCD series about Common Core standards as well as our feature about bullying. Read these articles and search the CLCD database for further resources and titles about school.

http://www.clcd.com/features/th_backtoschool.php


Mom, It's My First Day of Kindergarten
Hyewon Yum


Yum aptly captures the concerns of both parent and child on this major milestone day. In an interesting twist, our narrator, a little boy, eagerly prepares for his first day in "the big kids' school while his mother is reticent and overly cautious. He has a moment of concern when they reach the classroom door, but as soon as his smiling teacher greets him, he knows he is ready for kindergarten. He enters the classroom and makes friends right away. At the end of the day, he finds his mother nervously waiting for him in the school yard. Just as she has calmed her fears, he asks if he can ride the bus the next day. Yum's use of color, proportion, and facial expression deftly expresses the feelings of these two characters. There are no extraneous lines in either the text or the illustrations. Together, they convey the emotions of both parent and child. For example, when the little boy is feeling self-confident and his mother nervous, he is seen in color and much larger than she is. The hug they share after school, when both are "normal" size, is full of warmth. Her positive approach will be appreciated by parents as well as children and will help assuage the first-day jitters of both. 2012, Frances Foster Books/Farrar Straus Giroux/Macmillan, Ages 4 to 6, $16.99. Reviewer: Sharon Salluzzo (Children's Literature).
ISBN: 9780374350048

Thursday, August 2, 2012

Themed Reviews: Great Britain


            2012 has been a big year for Great Britain: between Queen Elizabeth II celebrating her Diamond Jubilee and London hosting the Summer Olympics, there are many cultural celebrations planned in the country this year-a country with an impressive and rich history dating back to prehistoric times.

            Great Britain, which today consists of England, Northern Ireland, Wales, and Scotland, is the third most populous island in the world, with a population of over 60 million. The selection of nonfiction titles highlighted below focuses on the countries and famous cities making up Britain. The novels are new titles that are ideal for those interested in delving into both contemporary and historical fiction set in Britain.




A Walk in London
Salvatore Rubbino

A mother and daughter set out to explore the great city of London. Sticking to central London this pair has a busy day ahead of them. They hit many of London's most famous sights, but author and illustrator Rubbino makes sure readers get more than just typical tourist highlights. This mother-daughter pair also walks through St. James's Park to visit the pelicans, watches street performers at the Covent Garden piazza while eating fish and chips, investigates the Whispering Gallery inside the dome of St. Paul's Cathedral, looks up at The Monument and learns about the Great Fire of 1666, and at the end of their day they take a ferry ride on the river Thames back to Westminster. Rubbino's mixed media illustrations have a distinctly vintage vibe to them and while there is a lot to look at on each page it does not feel cluttered or overwhelming. The main text, narrated by the daughter, is clear and engaging. Many smaller trivia facts are scattered around on each page, providing further depth to the story of this city. Near the end, a large fold-out shows the skyline of London with labeled landmarks. A wonderfully narrated walking tour of London; recommended. 2011, Candlewick Press, Ages 5 to 7, $16.99. Reviewer: Emily Griffin (Children's Literature). 
ISBN: 9780763652722

Wednesday, July 18, 2012

Themed Reviews: Summer Olympics


The Games of the XXX Olympiad-the 2012 Summer Olympic games-are being held in London, England. From the July 27th Opening Ceremony to the August 12th Closing Ceremony, athletes from 197 countries around the world will compete in 26 different sports representing their home countries. This is a time when country residents stand together to support their favorite athletes in the search for gold. As USA swimmer Ryan Lochte said: "It's time to show the world who is best."

   The International Olympic Committee organizes the modern Olympic Games, held in the summer and winter, alternating every two years (with a few exceptions) since 1896. Many cities compete for the honor of hosting the next Olympic Games. London, hosting the Olympics for the third time, is carefully preparing to show the world their take on this international tradition.

   The featured titles included here focus on the 2012 London Olympics, the many popular sports that athletes will be competing in, the history of the Olympic Games, and other related topics, such as the business of sports.



The 2012 London Olympics
Nick Hunter


A part of "The Olympics" series, this fact-filled volume introduces the young reader to London's preparations to host the Olympic Games in 2012. London is the first city to be chosen as host three times. The book begins with the successful bid and the journey of the Olympic Torch as it travels from Beijing to London. The new Olympic venues are highlighted as well as some of the athletes expected to participate, such as well-known tennis star Rafael Nadal. More than 4,000 athletes are expected to participate in the Paralympics which will begin soon after the Olympic Games. All venues will be wheelchair accessible to accommodate the Paralympians. A list of Olympic venues and a map of London showing their locations is included. Brightly colored fact boxes and color photographs along with charts and maps give a brief view of the Olympics through the years. Words appearing in bold print are defined in the glossary. A list of books and websites for further information and an index are included. 2012, The Heinemann Library/Capstone Global Library, Ages 8 to 12, $29.00. Reviewer: Shirley Nelson (Children's Literature). 
ISBN: 9781410941251

Tuesday, July 10, 2012

Common Core and the Public Library

Isn't That Just for Schools?: Common Core and the Public Library
By Peg Glisson

We've been hearing for years that American students are falling behind those in other countries. Many read below grade level and graduate with the ability to read at an eighth grade level at best. A variety of educational philosophies and practices have tried unsuccessfully to close the gap. And now, there's Common Core-it's being written about in newspapers, blogs, and even Twitter; it's being talked about on TV and radio. What is it? And what does it mean for public libraries?

   The state-led Common Core Initiative, adopted by 45 states, the District of Columbia, and 3 territories, currently address English Language Arts (ELA) and Mathematics and will be developed for Science and Social Studies. In a nutshell, the ELA Standards, which address reading, writing, speaking and listening, and language, call for students, as young as Kindergarteners, to read more complex text and a higher percentage of nonfiction, to think analytically, to synthesize and apply what they have read to real world situations. It also makes the point that literacy doesn't apply just to ELA; it applies to everything! Students will progress through a "staircase of complexity" of reading matter over the years, at least 50% of which will be nonfiction, to allow the development of the skill, concentration, and stamina needed to read and understand complex expository text, whether in college or on the job.

   While public libraries' mission is different from that of a school, they do support the work of the schools, primarily through their collections but in other ways as well. Staff is often called on to help parents and youth find materials needed for school reading and projects. Teachers come looking for books to use in their classrooms. Many libraries, especially in urban areas, provide homework help. As these library users express their needs, it's important that youth services librarians have a working familiarity with Common Core's language, philosophy and goals to best serve parents, students, and teachers who use their libraries. Like it or not, this major shift in educational practice will impact public libraries' collection, services, and programming.

   First, public librarians need to know the talk. Rigor, rich text, staircase of complexity, lexile, inquiry based learning, task, essential understanding . . . what do these mean? If you don't know, find out! Visit sites like corestandards.org and http://engageny.org/wp-content/uploads/2011/08/common-core-shifts.pdf; read professional journals such as School Library Journal and Book Links; talk to teachers and school librarians.

   Let's think about implications for the children's and YA collections. As students move from their current reading split of 80% fiction/narrative text and 20% nonfiction to a 50/50% split of fiction and nonfiction, libraries will need to beef up their age-appropriate, readable nonfiction collections. We have seen an explosion in the publishing of younger nonfiction, much of it in series, to address this developing need. The standards call for rich, rigorous vocabulary in both nonfiction and fiction. When selecting nonfiction, it will be important to consider not only subject matter and reading levels, but also language. Dumbing down is out! Vocabulary that resonates and complex meaning is the new norm, as is the reading and re-reading for meaning that such text requires.

   The demand for rich, rigorous text has implications for fiction as well. Many of the core novels currently used in many classrooms, particularly in middle and high schools, are too low level. Librarians can help teachers become aware of titles that would fit the bill and appeal to this age reader. Children and teens will not be able to meet the Core's writing demands without having had exposure to great writers in a wide variety of genres.

   Picture books are still needed for read-alouds at all levels. The emphasis on reading, writing, and math is leading teachers to search for quality picture books to help them integrate social studies and science into the core subjects. At the lower grades, teachers seek picture books not only to read aloud but also to give to students to read themselves. Again, they want rich language, at the right lexile, for these books.

   Having lexile levels included in OPAC records will help students, parents, and teachers choose the right books for assignments. Of course, task or purpose for reading and the complexity of language also contribute to the rigor of a text. Librarians, with their expertise, can speak to all three. CLCD allows users to limit searches by lexile, interest level, and age or grade-making the search for those perfect books much easier! The reviews displayed in CLCD help librarians judge the language used by the author and ascertain if the book meets Common Core criteria.

   Youth librarians have a vast knowledge of fiction for their level user. It is imperative that they continue to choose fiction that will draw young folks to reading. Providing books for leisure reading is a major task of the public library. Let us not forget reading for enjoyment as well as information! As librarians serving youth know, many young people enjoy reading informational text, some more than literary pieces. Common Core is urging that ALL students read a true balance of informational text and literature and become strong readers and writers of both.

   How might Common Core impact public library services and programming? We'll address that next time. Meanwhile, visit CLCD on Facebook and share your thoughts on Common Core's implications for the public library's collection.

Thursday, July 5, 2012

Themed Reviews: Summer Fun


When I think of summer my mind immediately thinks of long, hot, sunny days. I hear cicadas chirping, I picture barbeques, swimming pools, fireflies, and ice cream, and I imagine being outside as much as possible. For many students, summer is also the promise of more freedom. Having more free time than during the school year opens up a variety of exciting possibilities, as the characters in this feature's highlighted books show. For teens, novels include road trips, romances, and adventures; where many characters start with certain goals and expectations for their summer, but where they end up is often somewhere entirely unexpected. Younger readers can explore board books, picture books, and chapter books with summer themes like swimming, crafts and games, songs, and making friends. Also included is the nonfiction title, Why Is It Summer?, which explains the science behind the summer season. Enjoy the selections below and don't forget to use CLCD for further searching and reviews.


Emily Griffin
CLCD

The Kids' Summer Fun Book: Great Games, Activities and Adventures for the Entire Family
Claire Gillman & Sam Martin

The Kids' Summer Fun Book lives up to its title with well over one hundred fun and inexpensive activities young people can do to enjoy summertime to its fullest. Suggested activities appropriate for car travel, the beach, the woodlands, one's own backyard, or even rainy day fun pack this excellent resource for parents and babysitters as well as children. From learning the basics of body surfing, to making a model of the solar system markers, tape and simple toilet paper, to creating a terrarium, rubbing leaves, pressing flowers, and even croquet, The Kids' Summer Fun Book is a treasury of both time-tested and inventive activities. Highly recommended. 2011, Barron's, Ages 6 to 12, $12.99. Reviewer: Midwest Book Review (Children's Bookwatch, August 2011). 
ISBN: 9780764145810

Tuesday, June 19, 2012

Meet James Riley



   Although James Riley now makes his home in Los Angeles, California, he was born in Connecticut and lived in several different states growing up. The third of four children, Riley spent most of his life in the Midwest. The family took many car trips, both in moving between states and during cross-country driving vacations, and these provided many opportunities for Riley to develop a love of reading.
   After graduating from high school, James went to Georgetown University. Although he initially intended to study Foreign Service, it wasn't long before he settled on English. After a brief stint at a law firm, James worked at AOL. Today, he works in production for Disney's online services.
   James gained recognition as a writer with his first novel, written for children and young adults. Half Upon a Time was selected as an NCTE Notable Children's Book in the Language Arts (2011) and has been recognized for excellence by the Missouri School Library Association, which named it as a finalist for the Mark Twain award (2012-2013).
   James fell into writing for children when going through some old school papers. A written remark from a 3rd grade teacher that his parents should "encourage [him] to write more often, that [he] liked to do it, and it might develop into something," gave him the push he needed to turn his love of writing into an effort to be a published author.
   James' most recent book, Twice Upon a Time, is a sequel to Half Upon a Time. The third and final, as-yet-untitled book in the series is expected to be released in the summer of 2013.
   For more about James Riley, visit his website or read the transcript of a conversation with James below.

Contributor: Heidi Hauser Green

A Conversation with James Riley, author of Twice Upon a Time

Q: Moving around as a child sounds adventurous. Is there a kernel of that in your writing?
JR: "Life of adventure" makes Iowa sound a bit more exciting than it might actually be. I wasn't what you'd call an adventurous kid otherwise. No broken bones to this day. So I guess people can view that as a challenge? But living that sort of life certainly felt attractive, and I did fall into reading a lot of fantasy books as a kid. Especially anything to do with magic, which I loved. I'd make up magic tricks for my parents on the fly...spoiler alert: that is not how to make up magic tricks.
The kool-aid won't always disappear just because you want it to.

Q: Why do you write for children?
JR: I think there's a barrier in adult fiction that requires a larger suspension of disbelief than normal. Adults as a whole have a harder time just believing something fantastic or ridiculous. We can't help it; we tend to grow out of those things a bit.
But by my nature of being ridiculous, it felt like maybe writing for kids might be a fun choice. I have such a love for my favorite childhood authors that it felt like trying to join a club with all of my favorite people already inside. Though it took a lot of knocking!
But I write a story that I'd want to read, hopefully both if I were a child and now, as an adult.

Q: Speaking of favorite children's authors, who were (are) some of your favorites?
JR: Some of these might be obscure. Alfred Slote was the first author I ever met in person as a kid, and I loved his "My Robot Buddy" books. J.D. Fitzgerald and the "Great Brain" series...that's still one of my all-time favorites. Fantasy-wise, Taren Wanderer by Lloyd Alexander is something I wish I could write.
I also had a small, tiny interest in fairy tales. Ruth Manning-Sanders put out a whole series of fairy tales from all over the world called The Book of ____, as in The Book of Witches, The Book of Princes, etc. I wore out a bunch of those from the library!

Q: Do you think your work with Disney has influenced your writing at all? How?
JR: My work with Disney hasn't, but my love for all things Disney certainly has. I always had a love for classic Disney cartoons while growing up (and I know I'm probably the only kid to ever like them). I also read a lot of comics as a kid, and found Uncle Scrooge and Donald Duck stories that way, which were some of the most adventurous and funny things I've read to this day.
From there, I dove into the classic animated movies, and read about Walt and his animators, bugged my parents to go to Disney World repeatedly until they'd just throw up their hands in the air and take us just to quiet me down...anything Disney.
Disney certainly brought fairy tales into the mainstream consciousness, and I tried to use that, both because you can say "Cinderella" and people instantly think of the movie and because it gave me the chance to twist expectations, if everyone had the same foundation of "story."

Q: With the many high-action and swashbuckling scenes, these books seem ripe for the big screen. Do you ever find yourself thinking of them like "movies" when you write?
JR: I think growing up with movies so readily available for repeat viewings on tape or DVD makes it hard not to see things cinematically in some ways. It's both a blessing and a curse, since books are inherently different than movies, so require a different way of looking at things. But I think a film-like book might have an easier time connecting with kids who might not enjoy reading yet, too.
Or maybe I just say that because my descriptive writing is secondary to my dialogue, for better or worse.
I do play scenes out in my head, often to music, as if I were watching them in a movie theater!

Q: What is your writing process?
JR: With the third "Half" book coming out about a year from now, and starting a new series after that, I've been thinking about this. Basically, I have far too many ideas to ever use, which seems bad for the environment or something, like I'm leaving a faucet on.
So when I do find an idea I like, I try to flesh it out a bit, see if it's more than just "Wouldn't it be fun if …?" That pares things down even more, and I generally start plotting things out a bit. Plots never stay the same from that initial point, but I like having a map of where I want to go from the beginning, if only so I know when I get lost and can either push myself back on track or embrace it. (Usually embrace it; you find a lot of weird things off the map.)
So my first draft is always just littered with notes of things I think of as I go, and just write down to make sure I remember as I go back for a second one. I never stop on that first draft, because it's so easy to never stop editing when you start, so I just continue to the end and get a story out...then I go back and fix/change/delete entirely.
I usually write "whenever I can." That's almost always at night after work, which makes it hard sometimes. I give myself a goal of five new pages every night, and whenever I meet that, I consider the day a success, whether or not the pages work for me. They can always be changed/deleted/fixed/deleted/deleted.

Q: What are the particular challenges of writing a series?
JR: I like cliffhangers...like I said, I grew up reading comic books and just naturally think everything should end on a cliffhanger. I can see how that is not ideal for a lot of other readers, though. But more important than that to me is setting up the entire series in the first book. I prefer series where you can tell there's been a plan from the start. There are exceptions, but for the most part, when an author can foreshadow an event in the last book within the first book, I just feel like I can give that author my trust and have it be rewarded.
So I definitely wanted to plan out the entire series before I started writing the first book. And for that reason, there are all kinds of things I set up inHalf Upon a Time that won't play out until the end. I think most readers call them "loose ends."

Q: Can you tell me more about your next series?
JR: There's certainly nothing certain about it yet, but if things go well, it'll be the story of a 12-year-old girl who is a criminal genius and is sent to a boarding school for bad kids that's being terrorized by the Snitch, a fellow classmate (and fellow genius) who has a Sherlock Holmes-ian talent for knowing when a rule-breaking is about to take place.
So, generally, it'll be about wanting to be good when sometimes all you know is how to be bad.

Q: Can you see a similar sort of succinct message in the "Half" series?
JR: It's a cliché, but ultimately I see the point as "Just Be Yourself." Jack's both fighting against and trying so hard to be the classic hero that he's missing what makes him him. He's not a classic hero...he's a trickster archetype. And he's been having so much trouble [in books 1 and 2] because he's not embracing his true self, in a lot of ways.

Q: Along with that, how would you describe Jack's personality? And Phillip's?
JR: Probably much too much of me! Jack, to me, is the kid who doesn't know what he wants out of life yet, so assumes that he's just "wrong" somehow because the normal expectations of everyone else just don't work out for him. There will be a new "test" for him at the beginning of book 3 that mirrors the one he took at the beginning of book 1 that he'll be doing much better at, just to give a bit of a hint.
Jack characters have always been very clever, but fairly generic, so readers (or listeners) could put themselves into the character. So generally I wanted to keep him as much an "everyman" as I could, in some ways, with just a lot of me thrown in.
Now Phillip...I love Phillip, honestly, though a lot of reader's don't! To me, he's exactly every Disney prince ever, just trying to do the right thing, though he is shirking some princely responsibilities to be out on these quests. That may be coming back to haunt him in book 3.
We'll see some scenes from Phillip's perspective too--like we did from May's in book 2--that might help give us a little more insight into who Phillip is.

Q: You've already touched on this, but how do you write stories that connect with young readers?
JR: Assuming I do that (which might be a big assumption!), I think it's about remembering yourself as a child, and how you always felt older than you were. I'd definitely prefer to talk up to readers, if that's a phrase, than ever to talk down to them. I think kids will rise to a challenge, and hopefully have fun doing so.
I also think that the more you examine yourself, and the questions you had at that age, the more you can hopefully create something that tries to answer those questions for kids wondering the same thing. Even with pirate monkeys wandering around in it.

Q: What book(s) are you reading now?
JR: This will sound like a plug, because both are edited by my editor, Liesa Abrams, but I've got Unwanteds and Merits of Mischief on my shelf to read next. I also just finished The Eyre Affair by Jasper Fforde, which I loved unconditionally, like a puppy.

Q: Do you have anything specific you want to say to your readers?
JR: A huge thank you for picking up the book(s) in this series in the first place, and an ever bigger one if you liked it! It's still hard for me to understand that I have two books now on bookshelves in stores, so it's an ever bigger leap to realize people are reading words I wrote. Someday that should sink in, but for now, it's still an amazing surprise whenever someone tells me they even picked it up. So thanks to everyone!