Literacy Now

by Dr. Richard E. Ferdig & Dr. Kristine E. Pytash

Technology continues to change almost every aspect of our lives. As we adopt these new tools, we also adapt the development and delivery of future innovations. This great recursive relationship plays out like a well-timed dance. Take writing for example. The use of social media tools like Facebook and Twitter have shaped how and when people write. These new writing practices, in turn, beg new questions about what it means to be literate; they also drive questions about how people will use and need new tools in their writing. Leu, Kinzer, Coiro, Castek, and Henry (2013) summarize:

Thus, to have been literate yesterday, in a world defined primarily by relatively static book technologies, does not ensure that one is fully literate today where we encounter new technologies such as Google docs, Skype, iMovie, Contribute, Basecamp, Dropbox, Facebook, Google, foursquare, Chrome, educational video games, or thousands of mobile apps. To be literate tomorrow will be defined by even newer technologies that have yet to appear and even newer discourses and social practices that will be created to meet future needs. (p. 1150).

These changes obviously brings a multitude of new questions. In late summer of 2012, we put out a call for a research book on the relationship between technology and writing. Research articles on technology and literacy obviously existed, but most of the work focused on reading rather than writing. We thought we might receive five proposals; we received well over 105. After a thorough peer review process, selected chapters will soon appear in one of two volumes 1) Exploring Technology for Writing and Writing Instruction; and 2) Exploring Multimodal Composition and Digital Writing. 

The chapters, written by well-respected researchers across the globe, highlight topics ranging from writing practices in and out of school to online writing communities. They feature quantitative and qualitative research on technologies like collaborative writing tools and on concepts like disciplinary writing. And, they discuss the writing practices of various audiences, from young children to in-service teachers. Given this breadth and depth, there is no way we can easily summarize the findings of the books; each author masterfully constructed their own conclusions and implications. We celebrate their research and invite readers to do the same. However, we are often asked what we learned from working with the authors and collecting research on writing and technology. There are five "meta-outcomes" that we believe will influence research, policy, and practice on writing, writing instruction, and multimodal composition.

1. We need to spend time carefully constructing and sharing our definitions of words like writing and multimodal composition. Changes in technology not only impact how we write and how we teach writing, but also how we define such terms. To assume we begin with a shared understanding can be dangerous to building a strong research base.
2. New technologies will require new plans for design, implementation, and assessment of writing, writing instruction, and multimodal composition. Design here refers to a deep understanding of how various audiences use, create, and compose with such tools. It also refers to how we develop instruction, considering the audience as both consumer and producer. Finally, these new technologies bring both the need to reconsider assessment and the opportunity to assess in new ways given the capabilities of the innovations. 
3. Digital writing and multimodal composition can be successful in achieving desired outcomes when implemented properly. Much of the research across both books highlights important growth outcomes across multiple age groups. This did not happen simply by dropping the technology into the existing situation. These chapters detail a strong pedagogical foundation, followed by the training of students and the professional development of teachers, and ending with an innovative and solid assessment plan.
4. Students and teachers need practice in digital writing and multimodal composition. A person who has grown up with technology has been referred to as a "digital native." One of the most confusing aspects of this term is the assumption that because the person knows the technology, they then know how to use the technology for pedagogical purposes. Unfortunately, this is not always the case. Audiences need practice and articulate direction in the use and intended and unintended consequences of multimodal and digital writing tools.
5. In addition to redefining our terms, the field needs to draw more deeply across multiple domains to consider the technologies used in digital writing and multimodal composition. Digital writing and multimodal composition are not just about a word processor or a desktop publishing application. It includes writing platforms like blogs and wikis and soapbox delivery tools like Facebook posts and tweets. And, it includes technologies we might not typically consider but are ubiquitous in the lives of our students (e.g. video games, photo creation and sharing, and film-making).

Technology is changing how we write. Changes in how we write force us to reconsider our shared definitions, how we teach writing, how we assess writing, the theories that have driven our work thus far, and the technologies we use and we need for future writing and composition. Providing answers to these questions will not only change practice but will also guide conversations about curriculum and assessment.  The most positive outcome from this work is the recognition that there are scholars answering these important questions as well as inviting others to join in these critical efforts.

References

Ferdig, R.E. & Pytash, K.E. (Eds.). (2014). Exploring multimodal composition and digital writing.  Information Science Reference; Hershey, PA.

Leu, D.J., Kinzer, C.K., Coiro, J., Castek, J., & Henry, L.A. (2013). New literacies: A dual-level theory of the changing nature of literacy, instruction, and assessment. In D.E. Alvermann, N.J. Unrau, & R.B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150-1181). Newark, DE: International Reading Association.

Pytash, K.E. & Ferdig, R.E. (Eds.). (2014). Exploring technology for writing and writing instruction. Information Science Reference; Hershey, PA.

Dr. Richard E. Ferdig is the Summit Professor of Learning Technologies and Professor of Instructional Technology at the Research Center for Educational Technology, Kent State University, rferdig@gmail.com. Dr. Kristine E. Pytash is an Assistant Professor of Adolescent Literacy Education, Kent State University, kpytash@kent.edu.

"Please?" said the girl with the pink-beaded pigtails, gazing shyly at the copy of my book, DOTTY, in my hands. I had just read it aloud and she, along with every child in her class, had received a copy from First Book.

I tried to correct her confusion. "This is my book, and you’re holding yours. See, I signed yours already. And you can put your name in it right here." I showed her the First Book bookplate inside the book.

"I want that one, too," she said, pointing.

Now I was confused. "But it's the same book. You don't want two copies of the same book, do you?"

"Not for me," she explained. "My sister needs a book of her own, too."

Before I started working with First Book, I took book ownership for granted. Sure, some kids are lucky enough to have groaning bookshelves threatening to crush them like Flat Stanley. But all kids have some books... don't they?

They don’t. According to the research of Susan B. Neuman—and confirmed by my author visits to struggling schools across the U.S.—children from low-income homes suffer from a staggering lack of access to quality reading material. In poor neighborhoods, there are as few as one age appropriate book for every 300 children. In Neuman’s book, GIVING OUR CHILDREN A FIGHTING CHANCE: POVERTY, LITERACY, AND THE DEVELOPMENT OF INFORMATION CAPITAL, she makes a strong argument that children from low-income homes can make significant gains and realize a wide range of opportunities through book ownership and increased access to books and print.

That's where First Book comes in. We provide brand-new high-quality books and resources to educators serving kids in need. But to do it most effectively, we need one thing.

Your help.

Why? Simple. You are in the classroom every day, and you can offer us the best guidance on what all students need to have and want to read. By signing up with First Book—and encouraging fellow educators to do so—you can add your voice to those of teachers all across North America who are helping us to provide more resources, meet more needs, and level the playing field so that ALL students can become readers and leaders.

p: Shopping Sherpa via photopin cc

First Book is available to any educator working with kids in need at a Title I or Title I eligible school—teachers, librarians, principals, reading specialists. Those who work in more affluent communities can still be great friends of First Book and help spread the word about us so we can reach more kids in need.

We have books for all kids, birth to age eighteen, we distribute over 11 million new books every year (over 100 million since our founding in 1992), and we work with a growing national network of over 50,000 schools and programs in the United States and Canada.

We have some different distribution channels, depending on the needs of the program, but the books are always brand-new and always high-quality. Our most innovative breakthrough is the First Book Marketplace, where anyone signed up with First Book can choose from a selection of over 4,000 award-winning and popular titles at 50–90% off retail, shipping included.

To sign up with First Book today, go to www.firstbook.org/register.

My job at First Book focuses on what I love—the books themselves, and our publisher and author partnerships. Our new program, Authors & Illustrators in Action!, offers authors and illustrators tools so they can use to easily connect eligible programs and schools with our resources. More information can be found on our website at www.firstbook.org/authors.

We are particularly focused on offering a wide selection of multicultural books as well as stories from under-represented voices. We just launched the Stories for All Project, purchasing over a million dollars worth of culturally relevant titles. Prominent authors, including Sharon Draper, Walter Dean Myers, and Lulu Delacre have added their voices to ours on the important message that children need to see themselves in books as well as to have the opportunity to explore cultures and characters beyond their own experiences through books.

Still holding my copy of DOTTY, I stared at the girl with the pigtails. DOTTY is a book about a girl named Ida whose imaginary friend Dotty is a source of comfort when other children turn on her and tease her. It is also the story of a teacher who shows Ida that they have more in common than it would appear on the surface. Through DOTTY, I try to show readers that imagination can be a friend you don’t ever have to outgrow.

Was there something about this particular story that spoke to this particular child? Or was she just looking to avoid having to share what was clearly a rare commodity in her home?

And did it matter?

I want to live in a world where all children have books that are their own, books that can be their friends for life. With First Book, I feel like we’re working together to build that world, as well as a superhighway to it.

But we’re not there yet. Which is why we need you.

Erica S. Perl, the author of books for young readers including WHEN LIFE GIVES YOU O.J. and DOTTY, is the Vice President of Publisher and Author Relations for First Book. You can contact her at eperl@firstbook.org.

Teachers typically celebrate poetry during the month of April, but every month, week, and day can offer inspiration for poetry. It doesn’t have to be relegated to one month each year or a poetry unit taught during one grading period. With its wide variety of forms and subjects, poetry is for every day of the year, and teachers won’t find it hard to find poems that fit all their curricular needs. Whether through reading, writing or listening to others perform poetry, there are many ways that teachers can involve their students in its appreciation. ReadWriteThink offers a plethora of lesson ideas for poetry across the grade levels. Readers might be interested in checking out these poetry resources too: Poetry for Children Blog and the J. Patrick Lewis: Children’s Poet Laureate website as well as even more on this talented and prolific poet at www.jpatricklewis.com.

For this week’s review column, members of the Children's Literature and Reading Special Interest Group (CL/R SIG) identify several books of poetry that will add fun to the summer months and inspire teachers to make poetry an integral part of the curriculum.

 

PRESCHOOL/INFANTS

 

Yolen, Jane. (2013). Wee rhymes: Baby’s first poetry book. Illus. by Jane Dyer. New York: Simon & Schuster Publishing/ Paula Wiseman Books.

For preschools, shower gifts, or new families, this first book of poetry is just right to start young children on the path to appreciating beautiful language. The book’s author and illustrator have joined forces to create a lovely little volume of new poems, Mother Goose rhymes, songs and rhythms that fit into the everyday life of young children. Opening with the quote, “We both believe that literature begins in the cradle,” Yolen and Dyer have given a great start for anyone interested in sharing simple poems with a loved one with this marvelous lap book of poetry. Readers may be interested in some of the grandmotherly backstory at the blog, Randomly Reading. Read more about Jane Yolen and J. Patrick Lewis in this Engage blog 5 Questions interview.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES K-2

 

Brown, Calef. (2013). We go together! A curious selection of affectionate verse. Boston: Houghton Mifflin Books for Children.

With Brown’s signature whimsical acrylic illustrations and lively poetics, he has created a book of poetry about friendship and things that go together or as the subtitle suggests, “a curious selection of affectionate verse.” One of the opening poems, We Go Together, sets the tone for the 14 poems within the book: “We go together/ like fingers and thumbs./Basses and drums./ Pastries and crumbs/ We go together/ like apples and plums./ Molars and gums/ Genuine chums/ …" (p.1) This will be a great book to look at metaphor and simile or to celebrate the joy of friends. Readers can get to know this author/illustrator through the video filmed at the National Book Festival.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Fitch, Sheree. (2013). Night sky wheel ride. Illus. by Yayo. Vancouver, BC: Tradewind Books.

Finally old enough to ride the intriguing Ferris wheel at the carnival, Brother and Sister are off to the fairgrounds for the long-awaited ride on the wheel that seems to touch the sky. The ride at night is even more exciting as the children reach toward the stars. Lively free verse writing and cotton candy illustrations match the wordplay that makes the fascination of this ride on a giant wheel come to life. In fact, the poems begin to transform the Ferris wheel into many imaginary things as the children whirl around sounding like a giant pig that squeals “Wheeeeeeel, Wheeeeeeel,” or a spinning, spiraling washing machine or an apple tree that lets the riders plummet back to earth. The excitement and thrill of each poem will make this a delight to read aloud. Learn more about this Canadian author at her website and blog.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Fandel, Jennifer. (2012). You can write cool poems. North Mankato, MN: Capstone Press.

From the You Can Write series, this guidebook offers writing help for young readers and writers. Starting with ideas to tie in thoughts and feelings and turn them into words and phrases, the book offers these suggestions and then advice on how to practice some more for follow-up. Using bright colored photographs, Fast Fact boxes, writing tips and a question format, these suggestions will guide young writers and their ideas into writing poems of their own.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Gerber, Carole. (2013). Seeds, bees, butterflies and more!: Poems for two voices. Illus. by Eugene Yelchin. New York: Henry Holt and Co.

What is more fun than a poem? A poem that needs two voices! Using insects and plants for the backdrop, author Carole Gerber has created these 18 wonderful nature poems, full of facts, to be shared by two voices – perfect for classroom use and a bit of poetry performance. Gerber’s earlier book, Winter Trees (Charlesbridge, 2008), was named an Outstanding Science Trade Book, and she to blend science and poetry in her latest book with poems such as “Honey and Bumble,” which subtly voices the difference between the two types of bees: “ I like your black and yellow suit/ I love your tiny waist. Next to you,/ I’m awkward and I take up too much space./ Bumble, you’re a perfect bee/ Thanks, Honey, so are you/ Want to share my flower? There’s room enough for two!/” (unpaged). Visit the author’s website to learn about her school visits and free books.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lewis, J. Patrick. (2013). World Rat Day: Poems about real holidays you’ve never heard of. Illus. by Anna Raff. Somerville, MA: Candlewick Press.

Acclaimed poet J. Patrick Lewis serves up 26 poems celebrating, of all things, strange holidays in honor of mules, rats, sloths, skunks, turtles, and even cephalopods. Readers can find a holiday celebrating just about anything worth celebrating, and Lewis pays tribute to all of these events in his usual slyly clever fashion. Sure to be a favorite of sweet lovers around the world, his poem "Chocolate-Covered Ants" honors Chocolate-Covered Anything Day, which makes the imagination go wild at all the chocolate possibilities. The poet includes couplets and concrete poetry as well as his typical word play in some of the lines. An unquestionable favorite one is the brief but apt "No one will ever forget Ewe" (p. 28). Yes, that's the title and the entire poem too. The poems and the illustrations, created from ink wash and drawings and then digitally assembled, speak for themselves. Young readers will enjoy these simple but effective lines and laugh at the strange types of holidays being highlighted. Back matter telling a bit more about these holidays would round this collection out nicely, but curious readers may be tempted to research them for themselves.

- Barbara A. Ward, Washington State University Pullman

 

Swinburne, Stephen R. (2010). Ocean soup: Tide-pool poems. Illus. by Mary Peterson. Watertown, MA: Charlesbridge.

Science and poetry have become new best friends as the poet proves with his tide pool poetry. A perfect companion for any study of the ocean or visit to the beach, poems include factual information about hermit crabs, lobsters, sea slugs, sea urchins, starfish, anemone, barnacles and more marine critters. Cartoon-like illustrations will appeal to young readers as they explore the shore with these lighthearted verses that are also filled with facts. This book has its own website that includes a short video with the author, videos about some of the other poems, and numerous facts about tide pools and oceans.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

GRADES 3-5

 

Argueta, Jorge. (2013). Tamalitos: una poema de cocinar/A cooking poem. Trans. by Elisa Amado. Illus. by Domi. Toronto, ON: Groundwood Books.

Filled with delicious words and phrases ("The husk will be like/ a little sheet for the dough" (unpaged) and "...you have a little dough package./ The dough is like a little pillow/ in the middle of the husk" (unpaged), this poem celebrates the delights of cooking tamalitos. Part recipe and cookbook and part history lesson about corn and all parts deliciously delightful, the poem provides step by step directions that are guaranteed to send just about anyone to the family kitchen. What is most interesting about this author and his book-length poem celebrating food and cooking is just how involved in the process his two characters are. For the poet and his characters, cooking little tamales requires concentration and focusing all the senses on the process. The watercolor illustrations add immeasurably to the joy of cooking, and will leave readers licking their fingers and lips and saying, “Yummmmmmy!”

- Barbara A. Ward, Washington State University Pullman

 

Lesynski, Loris. (2012). Crazy about soccer! Illus. by Gerry Rasmussen. Toronto,ON: Annick Press.

With cartoon-like illustrations, this book of poetry about soccer is ideal for devoted fans, whether on the field or off. Fans will be engaged from the title poem, "Crazy About Soccer" with its description of "muscles deflated/legs like spaghetti/cleats full of mud/exhausted and sweaty/sometimes a good game/ sometimes the worst/ we're tired and grimy/ and dying of thirst/ but back here tomorrow?/ you bet/ and we'll play/ day after day after day/after day" (p. 5). The history of soccer from Shakespeare to World Cup soccer is covered through these rhymed verses. Young sports enthusiasts might even enjoy a romp with these poems and a soccer ball. Teachers might be interested in introducing some of the poems with this pdf. from the publisher or they can visit the illustrator's website for more enlarged versions of the poems.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lewis, J. Patrick. (2013). Face bug: Poems. Photographs by Frederic B. Siskind. Illus. by Kelly Murphy. Honesdale, PA: Boyds Mills Press/Wordsong.

Poet J. Patrick Lewis, photographer Frederic B. Siskind and illustrator Kelly Murphy have combined talents to invite young readers to the Face Bug Museum that offers humorous verse coupled with black-and-white line illustrations and close-up photomicrographs of 14 different bugs. Enter the tree that houses the museum for a closer look at bugs like the Hickory Horned Devil, the Eastern Carpenter Bee, the Nursery Web Spider, the Pear Crescent Butterfly, the Dogday Harvestfly Cicada, the American Horse Fly, the Goldenrod Stowaway Moth, the Green Stinkbug and more. Once again, science meets poetry in an entertaining and informative way. Science poetry ideas can be found at the Growing with Science blog that features this book. Visit the author’s website for tips and tools for writing poetry.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Lewis, J. Patrick, editor. (2012). National Geographic book of animal poetry: With favorites from Robert Frost, Jack Prelutsky, Emily Dickinson, and more: 200 poems with photographs that squeak, soar and roar! Washington, D.C., National Geographic.

Even the most reluctant readers of poetry will find something appealing in this collection of 200 poems about animals by classic and contemporary writers. Selected by Children's Poet Laureate and recipient of the NCTE Excellence in Poetry for Children Award, J. Patrick Lewis, the book contains verses from Emily Dickinson, D. H. Lawrence, Ogden Nash, and Rudyard Kipling, among others, representing the past, and Paul Janeczko, Alice Schertle, Jack Prelutsky, and Janet Wong, representing the present and future of children's poetry. Lewis himself contributed a couple of delightful poems: "Polar Bear Rap" and "A Flamingo Is," attesting to his versatility. The poems have been grouped in ways that may surprise readers and prompt reflection about the animals’ commonalities in sections such as "Welcome to the World," "The Big Ones," "The Little Ones," "The Winged Ones," "The Water Ones," "The Strange Ones," "The Noisy Ones," "The Quiet Ones," and then "Final Thoughts." The poems have been placed across vivid one- and two-page photographic spreads depicting the animals being celebrated poetically. It’s hard to decide whether the poems or the images are more delightful. Teachers will appreciate the directions for writing animal poetry in the back matter as well as the resource list of books containing exemplary types of wordplay including anagrams, shaped poems, and tongue twisters. This is a book to savor and to read more than once. It's also a book that must be shared with others. Although the text credits indicate which poems were commissioned expressly for this collection and how many were previously published, it would be helpful to have that information more readily available. Still, this is a must-have for the classroom library.

- Barbara A. Ward, Washington State University Pullman

 

Medina, Tony. (2013). The President looks like me: & other poems. East Orange, NJ: Just Us Books.

The voices of urban children ring out in these 44 multicultural poems by award-winning poet and professor, Tony Medina. The poems speak to hopes and dreams of children for their futures but also to their everyday lives and experiences. Also included are poems about famous people like musicians John Coltrane and Celia Cruz. Being Black and Latino, author Tony Medina is able to write from a truly multicultural reference point, and his poems reflect his background. The afterword offers readers a look at some of the forms of poetry used in the book including blues poems, haiku, limericks, sonnets, odes, praise poems, list poems and more. Listen to the author discuss his new book and possibilities of a Skype visit on the BlogTalkRadio interview. See more multicultural texts for children in the CL/R SIG's multicultural book reviews from April 17.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Service, Robert. (2013). The Cremation of Sam McGee: The 20th anniversary edition. Illus. by Ted Harrison. Toronto, ON: Kids Can Press.

Kids Can Press has published a 20th anniversary edition of the classic poem and tale of the Yukon prospector, Sam McGee, based on their 1986 edition. Illustrator Ted Harrison has added notes on each page to add the historical background and understanding for this narrative poem. Teachers can use this video of country music great, Johnny Cash, reading The Cremation of Sam McGee or for more background information listen to this NPR discussion of the poem.  Teachers might also enjoy using this detailed teaching guide to the poem.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Singer, Marilyn. (2013). Follow, follow: A book of reverso poems. Illus. by Josee Masse. New York: Dial Books for Young Readers.

Following her successful and original Mirror, Mirror (Dutton, 2010), Marilyn Singer has written a second book based on fairy tales using the reverso format where the poems are presented forward and backward. For example, in this new edition from the tale of “The Emperor’s New Clothes,” comes Singer’s “The Birthday Suit” (p.5): “Behold his glorious majesty:/me,/Who dares say he drained the treasury/on/nothing?/Ha!/This emperor has/sublime taste in finery!/ Only a fool could fail to see./ Now read the verso poem of the same tale: “Only a fool could fail to see./Sublime taste in finery?/This emperor has-/ha!/nothing/on!/Who dares say he drained the treasury?/Me./Behold his glorious majesty!/ From “The Little Mermaid’s Choice” to “Your Wish is my Command” to “The Silly Goose,” Singer has cleverly created poems that beg to be read aloud with two voices, punctuation emphasis and perhaps a theatric or two for a truly enjoyable poetry experience. Teachers can visit Marilyn Singer’s website to learn more about her work.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Vardell, Sylvia, & Wong, Janet. (2013). The Poetry Friday anthology for middle school: Poems for the school year with connections to the Common Core: Middle School Edition. Princeton, NJ: Pomelo Books.

The end of school and approach of summer are perfect times for teachers to recharge their emotional and intellectual batteries and consider adding poetry to their daily instructional routine for the coming school year. Shaking a dash of poetry into the instructional mix makes any lesson far from mundane. Savvy teachers have learned they can trust Vardell and Wong, both former members of the NCTE Excellence in Poetry for Children Award Committee, to guide them as they choose poems to share with their students. As in their previous title, The Poetry Anthology K-5 Edition (2012), the compilers have selected 108 poems, 36 for each grade level, in order to provide teachers with a poem for each week. Each week has a theme that goes across all grade levels, enabling teachers to choose other poems or for students at various grade levels to enjoy poems on similar topics. Even the most reluctant performer will feel supported by the Take 5! box that accompanies every poem. These carefully chosen tips and strategies offer ways to present the poems through art, drama, and technology and describe curriculum connections. Since the tips follow a particular format, they are easy to follow and are likely to entice teachers (or their students) to try them. The first tip suggests ways to enliven the poem through props, gestures, and expressive reading. The second tip provides ways to involve the students by reading aloud repeated lines or chosen words. The third tip offers a simple but engaging open-ended discussion prompt about the poem. The fourth tip is essentially a poetry primer since the authors connect the poem for the week to a poetic concept or language arts skill. Finally, the fifth tip suggests additional poems or poetry books that relate to the provided poem and can extend the lesson even further. Considered separately, each tip scaffolds teachers’ approach to the poetry, but taken together, these tips provide abundant resources for building cross-curricular, poetry-based middle grade classrooms that take note of the social nature of learning. Teachers will be hard pressed to decide whether they love the poems, written expressly for this book by poets such as Leslie Bulion, Guadalupe Garcia McCall, Heidi Mordhorst, Laura Purdie Salas, Joyce Sidman, Allan Wolf, and Jane Yolen, among others, or the teaching tips the best. Whatever their preference may be, they will find this book to be THE essential resource for allowing poetry to assume its rightful, thoughtful place in today’s classroom. With Vardell and Wong and this resource by their sides, teachers will be compelled to perform poetry and share their newly-awakened passion for poetry with their own students.  It’s a sure bet that their middle graders will clamor to perform some of the poems in their own inimitable ways. Innovative teachers can count on this resource to enliven their classrooms. Write on, Sylvia and Janet, write on!

- Barbara A. Ward, Washington State University Pullman

 

Yolen, Jane, and Rebecca Kai Dotlich. (2013). Grumbles from the forest: Fairy-tale voices with a twist: Poems. Illus. by Matt Mahurin. Honesdale, PA: Boyds Mills Press/Wordsong.

Drawing inspiration from 15 familiar fairy tales familiar to the Western world, these two talented poets offer their different takes on each tale. Sometimes in the 30 poems shared here, they introduce new characters, and sometimes they simply create lines that provide a varied perspective on the story, for instance, that of the pea smashed under those mattresses and the long-suffering princess in "The Princess and the Pea." Readers may enjoy performing "Three Bears, Five Voices" and "Goldilocks Leaves a Letter Stuck in the Door," two poems inspired, of course, by "Goldilocks and the Three Bears." The illustrations contain dark colors and scenes of violence that fit the dark, pensive nature of many of these rhymes. Teachers will want to pair this one with Singer’s earlier Mirror Mirror (Dutton, 2010), and consider using it as fodder for writing inspiration for their own students.

- Barbara A. Ward, Washington State University Pullman

 

GRADES 9-12

 

Bush, Gail and Randy Meyer (Ed.). (2013). Indivisible: Poems for social justice. Illus. by Matthew Bush. Chicago: Norwood House Press.

This collection of 54 poems is devoted to “living in a more socially just America,” according to the co-editors of this anthology. Poets such as Billy Collins, Pat Mora, Matthew Thomas Bush, Langston Hughes, Amiri Baraka, Ishmael Reed and more 20th century writers make this volume relevant for today’s world. This work is divided into five sections beginning with “liberty was misquoted” and goes on from there to develop concepts of freedom and equality and how teens can be moved to make change and move to action. The foreword is written by Common, a hip-hop artist, whose involvement may draw teen readers to the book. For more in this theme, read the CL/R SIG's reviews of new children's books about social justice.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

Kennedy, Caroline (Selected by). (2013). Poems to learn by heart. Paintings by Jon J Muth. New York: Disney/Hyperion Books.

This companion to Caroline Kennedy’s A Family of Poems (2005), brings over one hundred more poems to young readers and families who appreciate life through the beauty of words in poetry. Arranged in themes like nature, sports, monsters and fairies, and friendship and family readers will find poetry old and new. Caroline Kennedy is now emphasizing the importance and depth of feeling involved in actually memorizing favorite poems and the confidence it builds when one is empowered with a poem. Moth’s watercolor paintings add to the beauty of the poetry. Listen to the NPR discussion of this book by Caroline Kennedy and the merits of memorizing poetry or watch this video with kids and Caroline.

- Karen Hildebrand, Ohio Library and Reading Consultant

 

These reviews are submitted by members of the International Reading Association's Children's Literature and Reading Special Interest Group (CL/R SIG) and are published weekly on Reading Today Online. The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12.

 

How would my childhood self have reacted, if you’d told me that someday I’d be blogging about Children’s Book Week for the International Reading Association?

I would have wondered what blogging is. Then I might have said:

I’m very, very, very, very, very, very proud!
Proud as a blue sky without a cloud
Proud as a brass band playing very loud
I’m very, very proud (and my mom will be wowed!)

That sounds about right. I liked similes, and I have been known to use “very” the way Starbucks uses ice cubes to make a small iced coffee fit a Grande-sized cup.

I am proud. And I feel lucky, too, because this is my first Children’s Book Week as a published author-illustrator. It’s not because I’m young (as you can see from my author photo). I came to children’s books late. I’ve loved writing and drawing my whole life, but unlike many of my colleagues, I didn’t make it my work until I was almost forty.

In Brooklyn, where I live, you can’t throw a rock without hitting an award-winning author or illustrator, many with impressive educational and professional pedigrees, and none deserving to be hit with rocks. I don’t deserve to be hit with a rock, either, even though I have little formal training to make picture books—no writing MFA, no illustration degree.

My lack of preparation gave me a lot of agita when Michael Green of Philomel Books offered me my first picture book contract. Not enough to make me say no, but enough to make me worry the entire time I was creating the book. I still remember delivering the final art for BABY PENGUINS EVERYWHERE! to Penguin Young Readers Group HQ, and feeling like I was going to throw up as Michael and my art director, Semadar Megged, walked around the conference room inspecting it.



I shouldn't have worried nearly as much. BABY PENGUINS EVERYWHERE! turned out well. Philomel offered me a contract for two more books. A piece of my book art was featured at the Society of Illustrators last December. Walking around that show felt very different than walking around the conference room had, 11 months earlier. I could finally begin to see what I offer to the world of children’s books.

I’m not the most proficient artist. I wish I could paint and draw as well as some of my illustrator friends. I might be more skilled had I studied art for years, but I didn’t. Still, my work has things going for it. One art director told me it’s “fresh.” I’m not sure what that means but I think she was saying, I like the way you do what you don’t quite know how to do.

I hope that’s what she meant, because I do like being a beginner. I welcome the uncertainty that comes with doing something new, whether it’s sleeping in the wilderness or playing drums or making a book about penguins. That’s part of my personality, which I have strengthened by the experience of trying lots of things.



I can also thank my many great teachers for this trait. That list of teachers includes my scientist parents, who valued curiosity as well as achievement, and shared with me their love of books and experiments. My sister and I were always encouraged to ask questions, and my parents were mostly patient as we figured things out. (At times, questions like “How long do you think it will be until the policeman finishes writing the ticket?” or “Why doesn't the door unlock from this side?” weren't appreciated.)

Given what I can offer, I’ve decided to use this wonderful platform from IRA to make the following suggestion about Children’s Book Week:

Don’t just enjoy the wonderful children’s books that are out there—MAKE ONE YOURSELF.

Yes, as the official 2013 standard-bearer of Not Knowing Exactly What You’re Doing, I propose you make a book this week, even if you’re positive you’d be bad at it (and I suspect you’d be good at it). I’m a picture book person, so of course I’m talking about a picture book.

If you’re hesitating, consider this: children spend years at the intersection of low ability and high enthusiasm. You can spend a few days there. If you don’t want to try it alone, invite a collaborator (child or adult) to join you. And if you’re unsure about how to dive in, just follow my step-by-step instructions!

1. Pick a character (e.g. child, fish, blade of grass). Pick another character (e.g. bird, another blade of grass, crackpot). Give them something to do together. Something short. If you can’t think of an ending, just close with “It was fun,” or “It was a terrible idea and they never did it again.”
2. (Everyone forgets this part) Write down what you thought of before you forget it!
3. Make pictures! Draw new ones. Cut up old ones and put them back together in a new way. Don’t worry about whether you’re a good artist or a bad artist.
4. Put the story and the pictures together in order. Glue them, tape them, collage them like a ransom note.
5. Celebrate, because you just made a picture book! Share what you made with other people. Show them your original work. Hand out copies. Or just keep it to yourself.

You may be saying, “Those aren’t real instructions.” I know, and there’s a good reason for that. There are almost no absolute rules for making a picture book. The elasticity of the form is what makes picture books so wonderful to create and enjoy.

As further incentive for the intrepid, I will share any creation you’re proud to send me on my blog. Just email it to me by the end of May, at melissaguion@me.com.

While you do this, I’ll be right there next to you making notes for my third book. I’ll be reading with my daughter, and going around town in my new penguin costume. And I’ll be joining fellow authors and artists at free literacy events throughout the country. Find out what’s going on near you at http://www.bookweekonline.com!

However you choose to celebrate, find a way to make Children’s Book Week lots of fun for yourself and the people you love.

Melissa Guion is the author-illustrator of BABY PENGUINS EVERYWHERE! and the upcoming BABY PENGUINS LOVE THEIR MAMA! She is proud to be part of an upcoming children’s book art auction raising money for anti-censorship efforts: the auction launches online on Saturday, May 18th, and concludes at Book Expo America on Wednesday, May 29. Visit www.melissaguion.com or http://abffesilentauction.wordpress.com/preview-art/ for more information.



5 Questions With... Salina Yoon (PENGUIN AND PINECONE)

Book Reviews to Celebrate Children's Book Week

by Judith Hayn

Farrant, N. (2013). After Iris. New York, NY: Dial Books for Young Readers.

Bluebell Gadsby’s twin Iris died three years ago, and Blue feels responsible because she let her extrovert, daredevil sister leave the house without her; Iris never returned. Blue is withdrawn and creative, yet determined to record the family’s quirky day-to-day activities on her video camera. Dad escapes by teaching at a faraway university while Mom globetrots as a high-powered businesswoman leaving the children alone. Blue tries to understand her older sister, the drama queen Flora, along with the younger Babes, Jasmine, and Twig. Zoran, a Bosnian refugee, is hired as the nanny to ride herd on this neglected bunch. Charismatic Joss moves in next door and pays attention to Blue who is immediately smitten; unfortunately, he and Flora fall in love leaving Blue to her camcorder and diary. Grief is complicated, and no one in this family is coping with the loss of Iris, especially Blue who succeeds in being invisible at school and at home. Middlers will root for this sensitive heroine, who tells in first person narrative the story of  her chaotic, dysfunctional family as she struggles to find her way from the shadow where she is hiding to a place where healing can begin.

Natasha Farrant is a literary agent for children’s and young adult literature authors in the U.K.; this is her first foray into the genre. If you are interested in reviews of books like this for tweens and teens and also in articles that will help you use them in the classroom, consider joining SIGNAL, the Special Interest Network—Adolescent Literature by clicking on the link below.

Dr. Judith A. Hayn is an associate professor at the University of Arkansas at Little Rock.

This article is part of a series from the Special Interest Group Network on Adolescent Literature (SIGNAL).