By Ted KeslerI have just completed my position as chairperson of the NCTE Poetry and Verse Novels for Children Committee. Our list of notable poetry and verse novels that were published in 2021 as well as other information about the award can be found on the NCTE Award for Excellence in Poetry for Children page. In the post Exploring Notable Poetry Books for Advocacy with Children published on 3/15/2022, I presented three notable poetry piturebooks from this list that promote advocacy and offered lesson plan ideas to do with children. In this second post, I discuss three notable verse novels that promote resourcefulness and the strength of family bonds in the face of overwhelming adversity. All three verse novels featured– Samira Surfs (Ruhksanna Guidroz), The Lost Language (Claudia Mills), and Red, White, and Whole (Rajani LaRocca) – feature 12 year-old girl protagonists. Therefore, I recommend these books for grades 5 through 7 readers. First, it is important to establish what constitutes notable verse novels for children. Our committee’s definition is:
The verse novels I present in this blog post certainly meet these criteria to heighten each protagonist’s encounter with adversity. An example is from Samira Surfs. Samira, her older brother, Khaled, and their parents are now living as unwanted refugees in Bangladesh, after escaping religious persecution in Burma (now called Myanmar). “Escape”
This excerpt expresses the power of poetry to convey this harrowing experience. Guidroz uses onomatopoeia, personification, strong imagery and word choice, metaphor, line breaks and stanzas to "create images, express feelings, and stir emotions.” This book invites so many analytic and creative responses that will heighten students’ intentions for social justice. Here are some suggestions:
All three verse novels also contend with issues of trauma. I pointed out the issues in Samira Surfs. In The Lost Language (spoiler alert), Bumble and her father contend with her mother’s mental breakdown. In Red, White, and Whole (spoiler alert), Reha and her father contend with her mother’s leukemia. Here is one excerpt:
Here I turn to The Vulnerable Heart of Literacy (Dutro, 2019) for guidance. After reading this and other poems in the novel that focus on Amma’s illness, teachers might open invitations for students to share and write their own entries of times that they faced fear of illness or injury or hospitalization for themselves or loved ones that would open the vulnerable heart of literacy in the class community. These kinds of invitations are also possible for poems that describe the traumatic situations in Samira Surfs and The Lost Language. By making our classrooms sites of testimony and critical witness, we create “literacies of connection, of love, and of respect for the knowledge that comes from pain, from struggle, and toward the power of bringing that knowledge to learning” (p. 113). Ted Kesler, Ed.D. is an Associate Professor at Queens College, CUNY and has been a CLA Member since 2010. He served as chairperson of the NCTE Poetry and Verse Novels for Children Committee from 2019 to 2021. www.tedsclassroom.com | @tedsclassroom | www.facebook.com/tedsclassroom) By Ted Kesler I have just completed my position as chairperson of the NCTE Poetry and Verse Novels for Children Committee. Our list of notable poetry and verse novels that were published in 2021 as well as other information about the award can be found on the NCTE Award for Excellence in Poetry for Children page. In this blog post, I discuss three notable poetry books from this list that promote advocacy and provide lesson plan ideas to do with children. Photo Ark ABC
Photo Ark ABC: An Animal Alphabet in Poetry and Pictures, poetry by Debbie Levy and photos by Joel Sartore (National Geographic Kids, 2021). The diverse and playful poetry forms in Photo Ark ABC oscillate with vibrant pictures to create fascination with each animal that is represented. Here is one example:
“O is for Octopus” from Photo Ark ABC.
The book is part of the Photo Ark Project, that aims to “document every species living in the world’s zoos and wildlife sanctuaries, inspire action through education, and help save wildlife by supporting on-the-ground conservation efforts” [Back Book Cover]. Therefore, the book provides wonderful online resources to use with children, which expand opportunities for classroom explorations. Here are some ideas:
The Last Straw  The Last Straw: Kids vs. Plastics, poetry by Susan Hood, illust. by Christiane Engel (HarperCollins, 2021).
My Thoughts are Clouds
My Thoughts Are Clouds: Poems for Mindfulness, poetry by Georgia Heard, illust. by Isabel Roxas (Roaring Brook Press, 2021).
Ted Kesler, Ed.D. is an Associate Professor at Queens College, CUNY and has been a CLA Member since 2010. He served as chairperson of the NCTE Poetry and Verse Novels for Children Committee from 2019 to 2021. www.tedsclassroom.com | @tedsclassroom | www.facebook.com/tedsclassroom) By Debbie Myers The amount of time readers spend engaged with self-selected text matters. Kylene Beers and Bob Probst, authors of many professional development books such as Disrupting Thinking: Why How We Read Matters (2017), argue that self-selected reading is one way to increase reading engagement. In Disrupting Thinking (2017), Beers and Probst explain a study conducted by Anderson and colleagues (1988). This study demonstrates the impact of time spent reading on reading achievement. One measure Anderson et al. use is the total number of words a student encounters based on the time they spend reading outside of school and their reading rate. The results of the study indicated that fifth graders who were in the 98th percentile read 65 minutes a day outside of school and encountered approximately 4.3 million words each year. In contrast, students in the 70th percentile read for only 10 minutes a day, decreasing the number of words they encountered to 622,000. Students in the 50th percentile read for only 5 minutes a day and encountered only about 282,000 words. Finally, students in the 30th percentile read for less than 2 minutes each day and encountered only 106,000 words each year. The disparities between the amount of time read, the projected number of words encountered, and reading achievement was striking. Anderson and colleagues concluded that teachers can have a large influence on how much time students spend reading outside of school and suggested that teachers work to connect readers with high-interest texts at an appropriate reading level. Since the amount of time readers spend engaged with self-selected texts clearly matters, our job as teachers is to work hard to get those self-selected texts into our students’ hands. I use Book Tastings to introduce students to a wide variety of books. This post will describe what a Book Tasting is, how to host one, and some of the results of Book Tastings I have done with my students. What is a Book Tasting? Similar to a wine tasting or food tasting event, Book Tastings are an event where readers sample or “taste” a selection of books. This activity encourages readers to sample a large selection of books in a fairly short period of time as a way to help them find a book they are interested in reading. Book Tastings are great events to hold at the beginning of the school year, the beginning of a new quarter, or any time you feel like your students need some to sample some new reading materials.  How do I Host a Book Tasting? To host a Book Tasting event, teachers should collect a variety of high-interest books across a range of genres. You can host the tasting in your own classroom or even ask the school librarian to pull some books for students to taste in the library. Once you have collected your texts, create areas in the classroom to display the texts so that the covers of all of the texts are visible. You may decide to categorize the texts by genre in different areas of the room so that there is a section for fantasy books, a section for historical fiction, etc. Pass out three sticky notes to each student. Instruct students to write "yes," "no," and "maybe" on each post-it note and put them on their desks. Students will use these to categorize the books they taste into three piles. Once readers have their sticky notes ready to go, the teacher sets the timer and gives them 90 seconds to walk around the room, gathering books for their book tasting stacks. Readers select ten books to taste. Allow students lots of time to taste their book selections. Ideally, readers will taste books from all genres, but it is more important to make book tasting a positive experience. Therefore, I never ask students to put books back; rather, I simply remind them that I hope they will expand their reading horizons this year by engaging with different types of books and books that showcase many different perspectives. So if students have an entire stack of fantasy books, I offer a few more books to taste from other genres to help them consider some additional possibilities. Encourage readers to sample their books in multiple ways and in ways that feel natural for them. I suggest that readers examine the front and back covers of the book and read at least 3-5 pages of the book before making a determination. I also suggest that they read the back cover or inside flap if that is something they like to do. After readers taste each book, they categorize them into three piles: a yes pile, a no pile, and a maybe pile. After categorizing each book, readers go back to their maybe piles and sample the books again to make a yes or no determination. If readers have more than one book in their yes piles, they decide which book they will read first and add the other yes titles to their “to be read” (TBR) lists in their reading journals.
 Why Use Book Tastings? Oftentimes, students arrive in class without knowing who they are as readers because previous teachers have been the ones selecting the books they read. Because students often are not afforded opportunities to select their own reading materials, they often have a negative attitude toward reading. At the beginning of each school year, I ask my students to rate how much they like reading on a scale of 0 to 5, where 0 is “I don’t like reading yet” and 5 is “I love reading so much that I need to read ALL the books right now.” During the 2020-2021 school year, I began the year with only 22% of my students selecting a 3 or higher. When I asked my students to rate how much they like reading again at the end of the year, that number had increased to 92%. Assisting my students in discovering books that were interesting to them not only increased the amount of time they spent reading, but also increased their attitude toward and enjoyment of reading. This year, we are off to an even more promising start. When I asked my students to rate how much they enjoy reading at the beginning of the 2021-2022 school year, 63% of students selected a 3 or higher (see image on the right). These results give me hope that with the use of Book Tastings throughout the year, I will reach my end goal of 100% of students rating their enjoyment of reading at a 3 or higher. My Fall 2021-2022 Book Tasting On the first Book Tasting day this school year, the room was dead silent as readers tasted their books. Some students chose to take notes, while others did not.
Once each student had at least three or four books in their YES stacks, I asked them to make the most important decision a reader can possibly make: decide which book to read first. After readers made their decision, I asked them to journal about the book they chose and why they had said yes to the books they selected.
In the end, each reader had a self-selected book and most had already started their To-Be-Read (TBR) stacks with some pretty fantastic reads! Getting self-selected books into the hands of my readers helped students feel motivated and inspired to read - and that's exactly what I needed to initiate a positive shift in their perception of reading. On Day 5, the last day of our first week of school for the 2021-2022 school year, I gathered the last bit of data I needed, and, based on what I found, I am pretty sure my end goal thinking is on the right track. I am thrilled to share that at the end of our first week of school, my readers - as a collective group of 59 students - had read 4,895 pages of self-selected text - and many had already finished more than one book. In fact, some students had finished three or more books, and the enthusiastic chatter and sharing of books and journal entries during 'care to share' journal time told me we were off to a phenomenal start! References Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23(3), 285–303. Beers, K., & Probst, R.E. (2017). Disrupting thinking: Why how we read matters. New York: Scholastic. Debbie Myers is an 8th Grade Reading Teacher at Milton Hershey School and a member of CLA. She is also the co-planner of nErD Camp PA. By Donna Sabis-Burns, Rachel Skrlac Lo, and Casey O'Donnell on behalf of the CLA Breakfast Committee
Looking out the window we begin to see the slight change in color of the fall foliage, a brisker feel to the air, and school busses carrying students to their not-so-new-normal classrooms. Apples, pumpkins, and “Indian” corn are appearing in the grocery store aisles. The gift of autumn is here. One highlight of this time of year is the NCTE Annual Conference held in November. Under “normal” circumstances, the Children’s Literature Assembly Breakfast is held in person as part of that gathering. While we will not be able to meet in person this year, the CLA Breakfast will be offered as a live event during the conference. In anticipation of our session, we are sharing about some of the most prolific, wonderful Indigenous multiple award-winning storytellers from across the Four Directions.
Cynthia Leitich-Smith (Muscogee Creek), Traci Sorell (Cherokee Nation), Michaela Goade (Tlingit), Carole Lindstrom (Metis), and Kevin Maillard (Seminole Nation) will make up this year’s Breakfast speaker panel. They will offer insight into their creative writing process, share their newest work, and offer some candid thoughts on how being Indigenous has strengthened their entire literature experience. These storytellers celebrate #OwnVoices in the here and now. They offer counter stories to highlight the dynamism of Native American and Alaska Native communities for all ages. During a conversation with them in February 2021, we discussed the joys of reading and storytelling and reflected on the importance of celebrating the rich legacy of Native experiences that influence contemporary society. Native American, American Indian, or Indigenous peoples (terms used interchangeably) make up the 575+ federally recognized tribes and 200+ state-recognized tribes, much diversity exists across this Indigenous landscape in the United States. To celebrate this diversity, in this post, we will share with you the newest works from these amazing storytellers, including samples of teacher guides, links to audio-books, artwork, and other storytelling materials to share both in and outside of the classroom. Teachers strive to create an environment for children that is all-embracing because they know that when children feel accepted, they will be happy, healthy, and confident members of society. This spirit of inclusiveness should permeate not only the social dynamic of the classroom, but the teaching materials as well. Children’s books that are endowed with social justice themes and multicultural issues provide a much richer reading experience than texts with homogeneous characters and unchallenging stories. The stories shared by these authors and illustrator offer many ways to enlighten students of all ages to the diverse books, cultural nuances, and traditions that Indigenous people bring to the table. Check out these teacher resources for a glimpse into the rich world of native storytelling. Activity Kits and Teacher Guides
When students encounter texts that feature characters with whom they can connect, they can see how others are like them and how literature can play a role in their lives. If students can feel connected to books, not only will they be more apt to obtain the intrinsic motivation to increase the amount of reading they do, but they will also begin to feel more accepted as strong and unique members of society and to become less vulnerable to negative stereotyping and feelings of oppression. It is the hope of our storytellers that these resources be shared with all students, to demonstrate not only resiliency and determination, but also joy and grace within the texts and illustrations to take them to places they have never seen or heard of before. Below are are some video and audio resources related to some of the works of our storytellers.
Video & Audio Resources
We are obligated to educate our youth with a clear lens and to teach the richness of realistic, authentic, and contemporary literature for children and young adults. We need to promote books where Indigenous characters are up front and visible, not hidden or pushed aside. We want to highlight in a bold, distinguishable manner characters and stories that unveil and promote the beauty of diverse literature written/illustrated by and for Native Nations (also called Indigenous people and used interchangeably here when the specific Nation is not known), and all other marginalized groups. The storytellers highlighted here, and across the land, provide a glimpse of the wonderment and beauty that present-day and historical Indigenous culture and traditions bring to the literature landscape.
Come celebrate with us at 9 am (EST) on November 21, 2021 at the CLA Breakfast at NCTE! There will be great conversation and book giveaways!
Donna Sabis-Burns, Ph.D., an enrolled citizen of the Upper Mohawk-Turtle Clan, is a Group Leader in the Office of Indian Education at the U.S. Department of Education* in Washington, D.C. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the Diversity, Equity, and Inclusivity Committee, and Co-Chair of the 2021 CLA Breakfast meeting (NCTE).
Rachel Skrlac Lo is an Assistant Professor at Villanova University. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the Diversity, Equity, and Inclusivity Committee, and Co-Chair of the 2021 CLA Breakfast meeting (NCTE). Casey O'Donnell is a graduate student in the Masters Plus Teacher Certification Program at Villanova University.
*The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred.
By Jared S. CrossleyAlthough the fight for increased diversity in children’s literature has been going on for decades, there has been a recent surge in attention to this need since 2014 and the creation of the We Need Diverse Books (WNDB) campaign. The website for WNDB states that they advocate for “essential changes in the publishing industry to produce and promote literature that reflects and honors the lives of all young people” (We Need Diverse Books, n.d.), and their definition of diversity extends beyond diversity in sexual orientation, gender, and race, but also includes disability. According to the U.S. Department of Education (2019) there were 7 Million students in 2017-2018 who received special education services, accounting for 14 percent of all public school students. The amount of time these students spend inside a general education classroom has been gradually increasing over the last twenty years. This contributes to the growing need for educators to use texts with positive and accurate disability portrayals as part of their reading instruction in the general education classroom (Collins, Wagner & Meadows, 2018). Children with disabilities need to be able to see themselves in the books they read, and their classmates can also benefit, gaining empathy and understanding, by reading about children with similar disabilities. Dr. Rudine Sims Bishop (1990) wrote about how books can serve as windows, “offering views of worlds that may be real or imagined, familiar or strange” (p. 1). They can also serve as mirrors, which reflect our own experiences, and “in that reflection we can see our own lives and experiences as part of the larger human experience” (p. 1). It is very important that all children see themselves reflected in the books they read. However, many children who have disabilities or are racial minorities often don’t see themselves in the books that are available to them. Bishop stated: "When children cannot find themselves reflected in the books they read, or when the images are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part. Our classrooms need to be places where all the children from all the cultures that make up the salad bowl of American society can find their mirrors" -Rudine Sims Bishop Educators should make it a priority to provide all of the children in their classrooms books that serve as mirrors, as well as books that are windows into cultures that are not familiar to their students’ lived experiences. For the past four years, I have been privileged to serve on USBBY’s Outstanding Books for Young People with Disabilities committee. During that time I have gained new perspectives and learned more information about various disabilities and differences. One type of book that often gets grouped into the disability category is books that contain a portrayal of deafness. It has been debated if deafness should be considered a disability (Harvey, 2008; Lane, 2002) with varying opinions for and against the consideration of deafness as a disability. However, regardless of whether or not it is a disability, we need positive portrayals of deafness in children’s literature that can serve as mirrors for children who are deaf, and windows for children who are hearing. Over the past few years there have been a number of excellent middle-grade books that center a child who is deaf. In this post, I want to highlight three titles that I thought were exceptional portrayals.
Show Me a Sign
Show Me a Sign by Ann Clare LeZotte (2020) tells the story of Mary, a young girl growing up deaf in the early 1800’s on the island of Martha’s Vineyard. As part of a Deaf colony on the island, Mary has always felt safe and protected. However, all of this is threatened by the appearance of a young scientist who is bound and determined to find the cause of the island’s deafness so he can cure this “infirmity”. Soon Mary finds herself in harm's way as this scientist takes her as a “live specimen” in order to more closely study her deafness. The sequel, Set Me Free, is set to be released September 21, 2021.
References Bishop, R.S. (1990). Windows, mirrors, and sliding glass doors. Perspectives, 6, ix-xi. Collins, K. M., Wagner, M. O., & Meadows, J. (2018). Every story matters: Disability studies in the literacy classroom. Language Arts, 96(2), 13. Harvey, E. R. (2008). Deafness: A disability or a difference. Health L. & Pol'y, 2, 42. Lane, H. (2002). Do deaf people have a disability?. Sign language studies, 2(4), 356-379. U.S. Department of Education. (2019). Children and youth with disabilities. Retrieved from https://nces.ed.gov/programs/coe/indicator_cgg.asp We Need Diverse Books. (n.d.). About Us. WNDB. Children’s Books Frost, H. (2020). All He Knew. New York, NY: Farrar Straus and Giroux. Kelly, L. (2019). Song for a Whale. New York, NY: Delacorte Press. LeZotte, A.C. (2020). Show Me a Sign. New York, NY: Scholastic Press. Jared S. Crossley is a Ph.D. student at The Ohio State University studying Literature for Children and Young Adults. He is a former 4th- and 5th-grade teacher, and currently teaches children's literature courses at Ohio State. He is the 2020-2021 chair of the Outstanding Books for Young People with Disabilities committee (USBBY). BY JENNIFER M. GRAFF & JOYCE BALCOS BUTLER, ON BEHALF OF THE BIOGRAPHY CLEARINGHOUSE Our current celebration of poetry as a powerful cultural artifact and the national dialogue about voting rights generated by the introduction of 300+ legislative voting-restriction and 800+ voting-expansion bills in 47 states have inspired a rereading of the evocative, award-winning picturebook biography, Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement. Written by Carole Boston Weatherford, illustrated by Ekua Holmes, and published by Candlewick Press in 2015, Voice of Freedom offers a vivid portrait of the life and legacy of civil rights activist, Fannie Lou Hamer. Her famous statement, “All my life I’ve been sick and tired. Now I’m sick and tired of being sick and tired” (p.18) serves as a testimonial to the psychological and physiological effects of the injustices and violence inflicted upon Hamer and other Black community members in Mississippi. Additionally, Hamer’s statement signifies her tenacity, conviction, and unwavering fight for voting rights, congressional representation, and other critical components of racial equality until her death in 1977.
Below we feature one of two time-gradated teaching recommendations included in the Create section of the Voice of Freedom book entry. Youth As Agents of Change in Local CommunitiesWeatherford begins Voice of Freedom with Hamer’s own words: “The truest thing that we have in this country at this time is little children . . . . If they think you’ve made a mistake, kids speak out.” Pairing Hamer’s advocacy detailed in Voice of Freedom with contemporary youth activists, guide students in their exploration of how they can (or continue to) be agents of change in their communities.
To see more classroom possibilities and helpful resources connected to Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement, visit the Book Entry at The Biography Clearinghouse. Additionally, we’d love to hear how the interview and these ideas inspired you. Email us at thebiographyclearinghouse@gmail.com with your connections, creations, and questions. Jennifer M. Graff is an Associate Professor in the Department of Language and Literacy Education at the University of Georgia where her scholarship focuses on diverse children’s literature and early childhood literacy practices. She is a former committee member of NCTE’s Orbis Pictus Award for Outstanding Nonfiction K-8, and has served in multiple leadership roles throughout her 15+ year CLA membership. Joyce Balcos Butler is a fifth-grade teacher in Winder, Georgia, where she focuses on implementing social justice learning through content areas. She is a National Writing Project Teacher Consultant, a Red Clay Writing Fellow at the University of Georgia, and a member of CLA. BY JEANNE GILLIAM FAIN ON BEHALF OF THE NCBLA 2021 COMMITTEEThe NCBLA 2021 committee has the following charge as a committee:
The charge of the seven-member national committee is to select 30 books that best exemplify the criteria established for the Notables Award. Books considered for this annual list are works of fiction, nonfiction, and poetry written for children, grades K-8. The books selected for the list must meet the following criteria: 1. be published the year preceding the award year (i.e. books published in 2021 are considered for the 2020 list); 2. have an appealing format; 3. be of enduring quality; 4. meet generally accepted criteria of quality for the genre in which they are written; 5. meet one or more of the following criteria:
Books transport us into new places and sometimes take us out of the craziness of the world. This was one of those years where we experienced unexpected challenges. I led this committee as we navigated some of the real challenges of the pandemic. To be perfectly honest, in September when we didn’t have the normal number of books, I panicked. I am truly thankful for this thoughtful committee that continually encouraged me to keep going as I contacted publishers in hopes of obtaining more physical copies of books. Many publishers returned from turbulent times and physical copies of books were difficult to obtain. However, as a committee member, it’s just easier to dig deeper with a text when you have a physical copy in front of you. Thankfully, publishers started returning to sending physical copies of books at the end of January and in February. We continue to be so thankful for the support many publishers extended to us as they worked diligently to send our committee books. However, that meant, that we had to read on a rigorous schedule and we often had to meet more than twice a month in order to have critical conversations around the literature. Here’s a figure that highlights our process as a committee:  Recurrent Themes from the 2021 NCBLA List
Some of the 2021 NCBLA Books                We invite you to see the power of literature across our 2021 NCBLA Book List!Jeanne Gilliam Fain is s a professor at Lipscomb University in Nashville, Tennessee and Chair of the 2021 Notables Committee.
2021 Notable Children's Books in the Language Arts Selection Committee Members
BY WENDY STEPHENS In addition to the ALSC awards described in the previous post, the Young Adult Library Association (YALSA) also designates award-winning and honor books for adolescent literature. Among the best-known awards for adolescent literature is the Michael L. Printz Award for Excellence in Young Adult Literature, administered by YALSA. However, there are many other opportunities to learn about exceptional literature for teens. The life and legacy of Margaret A. Edwards are honored through two award designations:
A shortlist of finalists for two of YALSA's flagship awards -- the YALSA Excellence in Nonfiction for Young Adults Award, honoring the best nonfiction books for teens and the William C. Morris Award, which honors a debut book written for young adults by a previously unpublished author, are announced in December, with the winner of each being part of the press conference.
In addition to designating award books, YALSA also compiles book list resources that can aid librarians and teachers in selecting books that appeal to young adults. A decade ago, YALSA moved four of its lists onto The Hub, its literature blog platform, so that youth services librarians involved in collection development could benefit from more real-time input. All four categories post throughout the year, leading to year-end lists reflecting that year's best titles. Those include:
Outside the Monday morning announcements, there are myriad other titles to explore. Among those, the United States Board on Books for Young People (USBBY) uses Midwinter to announce its Outstanding International Books (OIB) list showcasing international children's titles -- books published or distributed in the United States that originated or were first published in a country other than the U.S. -- that are deemed the most outstanding of those published during that year. RISE: A Feminist Book Project for ages 0-18, previously the Amelia Bloomer Project, is a committee of the Feminist Task Force of the Social Responsibilities Round Table (SRRT), that produces an annual annotated book list of well-written and well-illustrated books with significant feminist content for young readers. There are even genre fiction honors. For the past four years, the Core Excellence in Children’s and Young Adult Science Fiction Notable Lists designates notable children’s and young adult science fiction, organized into three age-appropriate categories, also announced at Midwinter. Next year, we will have another treat to look forward to when the Graphic Novel and Comics Round Table (GNCRT) inaugurates its Reading List. That's a lot of books! What are the can't-miss titles? I train my students to look for overlaps, like Candace Fleming winning this year for information text across age ranges. What does it indicate when the Sibert and YALSA's Nonfiction Award overlap? When a book is honored by both the Printz and YALSA Nonfiction? Though the in-person announcement is exhilarating, especially the view from the seats at the front of the auditorium reserved for committee members, the webcast approximates its energy and allows you to share with students in real-time. To make sure you catch all of the lists, follow the press releases from ALA News and on twitter. Until next January! Wendy Stephens is an Assistant Professor and the Library Media Program Chair at Jacksonville State University. BY WENDY STEPHENSEditorial Note: This post is the first in a 2-part series by Wendy Stephens discussing the rich landscape of book awards announced over the winter months. In this first post, Wendy focuses on ALSC awards and awards by ALA affiliates recognizing books for children or books for a wide spectrum of age groups. The second post, which will be published next week, will present awards for YA literature administered by YALSA, as well as several other notable awards. When we talk about budgeting for materials, I always advise my school librarian candidates to be sure to save some funding for January. No matter how good their ongoing collection development has been throughout the year, there are always some surprises when the American Library Association's Youth Media Awards (YMAs) roll around, and they'll want to be able to share the latest and best in children's literature with their readers. These are the books that will keep their collections up-to-date and relevant. From our own childhoods, we always remember the "books with the medals" -- particularly the John Newbery for the most outstanding contribution to children's literature and the Randolph Caldecott for the most distinguished American picture book for children. These books become must-buys and remain touchstones for young readers. In 2021, Newbery is celebrating its one hundredth year. Some past winners and honor books are very much a product of their time, and many of those once held in high esteem lack appeal today. For those of us working with children and with children's literature, the new books honored at Midwinter offer opportunities to revisit curriculum, update mentor texts, and build Lesesneian "reading ladders." Each award committee has its own particular award criteria and guidelines for eligibility, and its own process and confidentiality norms. Every year, the YMAs seems to be peppered with small surprises. Does New Kid winning the Newbery means graphic novels are finally canonical? Is Neil Gaiman an American? What about all the 2015 Caldecott honors, including the controversial That One Summer? Did the Newbery designation of The Last Stop on Market Street mean you can validate using picture books with older students? How does Cozbi A. Cabrera's much-honored art work resonate at this historical moment? In Horn Book and School Library Journal, Newbery, Caldecott and Printz contenders are tracked throughout the year in blogs like Someday My Printz Will Come, Heavy Medal, and Calling Caldecott. Other independent sites like Guessing Geisel, founded by Amy Seto Forrester are equally devoted to award prediction. Among librarians and readers, there are lots of armchair quarterbacks, and conducting mock Newbery and Caldecotts, either among groups of professionals or with children, have become almost a cottage industry. There are numerous how-tos on that subject, from reputable sources like The Nerdy Book Club and BookPage. But there are numerous other awards announced at ALA Midwinter almost simultaneously that deserve your attention, too. Among the Association for Library Services for Children (ALSC) awards are: the Robert F. Sibert Medal, the Mildred L. Batchelder Award, the Geisel Award, the Excellence in Early Learning Digital Media Award, and the Children's Literature Legacy Award.
Aside from the award winners, each year annual ALSC Children's Notable Lists are produced in categories for Notable Children's Recordings, Notable Children's Digital Media, and Notable Children's Books. If you want to see the machinations behind the designation, those discussions are open to the public this year via virtual meeting links. Outside of ALSC, many of ALA’s affiliates have their own honors for children's literature. These include the Ethnic and Multicultural Information Exchange Round Table (EMIERT) which sponsors the Coretta Scott King Book Awards; the Association of Jewish Libraries which sponsors the Sydney Taylor Book Awards; and REFORMA: The National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking which sponsors the Pura Belpré awards. In addition to these affiliates, others such as the Asian/Pacific American Librarian Association and the American Indian Library Association also present awards. The awards are always evolving to reflect the abundance of literature available for young people. Like the Association of Jewish Libraries and the Asian/Pacific American Librarian Association awards, the American Indian Youth Literature Awards were first added to the televised YMA event in 2018. And this year was the first year for inclusion for a new Young Adult category for the Pura Belpré. Two awards of particular significance are the Stonewall Book Award – Mike Morgan and Larry Romans Children’s and Young Adult Literature Awards are given annually to English-language works found to be of exceptional merit for children or teens relating to the gay, lesbian, bisexual and transgender experience, and the Schneider Family Book Awards, honoring authors or illustrators for the artistic expression of the disability experience for child and adolescent audiences, with recipients in three categories: younger children, middle grades, and teens.
Wendy Stephens is an Assistant Professor and the Library Media Program Chair at Jacksonville State University. By Katie Caprino, Elizabethtown College
One of the reasons I became a teacher was because it was a profession in which I thought I could be creative. A writer, I wanted a position in which I could carry on my passion of writing and inspire student writers.
Reflecting back on my work as a middle and high school English teacher, I lament the limitations I feel were put on my work as a creative person. Even my current role as a literacy teacher educator seems overwhelmed at times by elements which I feel are the absolute antithesis to creativity. My opportunity to teach the creative methods course at my institution gave me a space to engage with creativity and to help future teachers think critically about what creativity looks like in the classroom and inspire them to be creative teachers. Inspired by Brandt’s (1998) work on literacy sponsors, I believe that teachers, students’ peers, and even students themselves play an important role in being creativity sponsors. In this blog post, I share a few contemporary books that provide portrayals of creativity sponsors, framing my work in the context of research on creativity. I then provide teachers with some ideas on how to use contemporary children’s literature texts as inspiration to facilitate a creative classroom. The Books
In this video, Resnick discusses how to help kids become creative thinkers.
Now What?
Certainly, adding the titles shared above to your classroom library is a good start. Sharing these books with students in a way that invites them to discuss what they think creativity is, whether they are creative, and how their schooling experiences have encouraged or restricted creativity could be the next step.
And then I call for a little self-reflection. Are you, as a teacher, more like Leon or Marisol in Ish? How might you be more of a Miss Lightstone from One Time? When you think about your students, do they take risks like the little girl in What If? Or do they ask so many questions about how assignments will be graded and what you want like Gina’s classmates in One Time? Do your students know what to do with some free time like the little child in On A Magical Do-Nothing Day? These reflections might prompt you to think about how you might use one of the books shared in this post as a mentor text for a lesson idea. Here are some ideas! ● Let your students freewrite, working up to longer periods of time, and share their work. (One Time) ● Provide students with an object and ask them what they would do if that object broke in order to complete an intended task. (What If) ● Offer spaces in your classroom where your students can explore and play. (On a Magical Do-Nothing Day) ● Invite your students to draw a picture, and post everyone’s picture in a gallery. (Ish) It is important to think about how important creativity sponsors are in a child’s life. Teachers can be creativity sponsors, but so, too, can peers and children themselves – if we let them! It is my hope that these book recommendations, along with the reflective prompts and lesson ideas, may inspire creativity in you and your students!
Books Referenced
Alemagna, B. (2016). On a magical do-nothing day. New York: HarperCollins. Berger, S. (2018). What if. New York: Hachette Book Group. Brandt, D. (1998). Sponsors of literacy. College Composition and Communication, 49(2), 165- 185. Creech, S. (2020). One time. New York: HarperCollins. Creech, S. (2001). Love that dog. New York: HarperCollins. Resnick, M. (2018). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. Cambridge, MA: MIT Press. Reynolds, P. (2004). Ish. Somerville, MA: Candlewick.
Kathryn Caprino is a CLA member and is an Assistant Professor of PK-12 New Literacies at Elizabethtown College. You can follow her on Twitter @KcapLiteracy. She blogs frequently at Katie Reviews Books.
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