Books & Resources

Exploring Fairy Tales Part I

By Marilyn Carpenter, Eastern Washington University, Cheney, WA

SlipperFairy tales fueled my imaginary life as a child. In my play I became Snow White, Cinderella, and sometimes even the Prince when my friends insisted they must have a turn at the “main parts.” The romance of the tales captured my interest. Waiting for sleep at night, I would create new versions of the stories, always starring myself as the heroine.

My elementary students also enjoyed fairy tales. One sixth grade class, all new immigrants from Viet Nam, became absorbed in The Brocaded Slipper and Other Vietnamese Tales by Lynetter Vuong and Vo-Dinh Mai. After hearing the Vietnamese Cinderella, the title story in the collection, they started an inquiry about other Cinderella stories. That investigation led to a discovery of more than forty other Cinderella stories from all over the world.
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Geography & International Literature, Part I

By Holly Johnson, University of Cincinnati, Cincinnati, OH

If some peoples pretend that history or geography gives them the right to subjugate other races, nations, or peoples, there can be no peace.

~ Ludwig von Mises

hotblack_20070818_Mumbai_077Because I like to travel, as I mentioned in my last post, geography has become of real interest to me. How can we engage international literature without thinking about geography?

I grew into my fascination with geography, but I believe I have always liked maps and movement. Thinking about Kathy Short’s post about the often dated illustrations of picture books set in present day, I find it important to educate young people about geography, and the present reality of a particular location. Frequently the best of places blend past and present, but young people need to know that the world is connected on a myriad of levels and that progress is a world event. So, what happens “at home” is connected to the world and what happens “a world away” may have an impact on the immediate neighborhood. We could think of it as the butterfly effect in more political or economic terms; an event that may not be noticed by young people in one location, but is prevalent in another place and could influence the former. A case in point is how young people in the U.S. may not be aware of child labor issues in other countries, but wear articles of clothing manufactured by children in sweatshops.
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“Travel” and International Literature

By Holly Johnson, University of Cincinnati, Cincinnati, OH

Like most people, when I read I have images playing my head, almost like a movie. I am traveling! But to get that movie and to take that journey, I need some prior knowledge about the setting of the story along with other details that bring the text to life. If I have a sense of the setting I don’t attend to the description as much as when I need to build the picture in my head from scratch. If I have been to a place, it serves as a handy backdrop to the piece of literature I am reading. When I haven’t been there, I need help. Of course, most of us do not have the extensive travel experience we would need (or like) to feel comfortable reading in this way. But travel is handy. It was also my passion when I was younger, and so I find that my experience of different places I have been are useful for my reading of international literature—on two accounts.

ThisisRomeFirst, I like reading about where I have been. The reading is enriched when I can picture it. I pull the images from my memory to help envision the world to which the author has led me. Secondly, the reading enriches my experience of the places I have traveled. It’s also great to find books to read about a place—whether fiction or informational—when planning to travel in it. Some fun texts for cities across the globe are the Miroslav Sasek series such as This is London and This is Rome. These books were written in the 1960s and 1970s, but have “this is today” excerpts that help students see how cities change over time.
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Nick Glass Interview – Part 4

By Judi Moreillon, Texas Woman’s University, Denton, TX

Newbery(L)This is the fourth of a planned four-part interview with Nick Glass, member of the 2009 Newbery Committee, conducted electronically by Judi Moreillon.

JM: Nick Glass and I are wrapping up this month’s Newbery Medal Award conversation with a look at the books that have earned this prize since it was first awarded in 1922. That year, The Story of Mankind written by Hendrik Wellem van Loon earned the medal. To support our historical look, we referenced a book now published annually by the Association of Library Services to Children (ALSC), The Newbery and Caldecott Awards: A Guide to the Medal and Honor Books.

In clarifying the criteria for the awards and defining terms, ALSC notes that the “award is for literary quality and quality of presentation to children. The award is not for didactic intent or for popularity” (p. 4). As we noted in early posts this month, the question of popularity should not enter into the committee’s deliberations. Still, every school and public library branch in the country purchases at least one copy of each Newbery award-winning book.

Do we expect Newbery Award-winning books to be enticing to readers? If not, can we rely on teachers and librarians to push titles that possess literary quality but are less popular with young people? What has been your experience?

NG: I absolutely believe the books that have been recognized as distinguished by the Newbery committee will be enticing –- with the caveat that not every book is for every reader. I loved the 2008 Newbery Medal-winning Good Masters! Sweet Ladies! It is both a wonderful book, and perhaps the one of the best curriculum-fit books I’ve read in a long time. It tells marvelous stories of the Middle Ages, and can be performed as fun, comprehension-grasping reader’s theater. Do I expect everyone to pick this book up and find it enticing? No. But for the people who love mini-dramas, goodness, they will love this treasure.
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Nick Glass Interview – Part 3

By Judi Moreillon, Texas Woman’s University, Denton, TX

Portrait of author Neil Gaiman.This is the third of a planned four-part interview with Nick Glass, member of the 2009 Newbery Committee, conducted electronically by Judi Moreillon. Readers may refer to Judi’s summary of Gaiman’s acceptance speech.

JM: Nick Glass and I were among the enthusiastic authors, illustrators, librarians, publishers, and fans of children’s books at the Newbery-Caldecott-Wilder Banquet in Chicago. Held on July 12th during the Annual American Library Association Conference, this event gives the award winners the opportunity to share their responses to earning the awards, a peek into their creative processes, and, we hope, a glimpse into their hearts. I have attended this event for many years, and I always leave the banquet hall with admiration for the talent and generous spirit of the award winners. This year was no exception. Nick, what were some of the memorable moments in Neil Gaiman’s Newbery acceptance speech?
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Summary of Gaiman’s Newbery Speech

By Judi Moreillon, Texas Woman’s University, Denton, TX

This summary of Neil Gaiman’s 2009 Newbery Award acceptance speech is a supplement to the planned four-part interview with Nick Glass, member of the 2009 Newbery Committee, conducted electronically by Judi Moreillon.

Please read The Horn Book editor Elise Howard’s introduction of Neil Gaiman.

Neil Gaiman divided his Newbery Acceptance Speech into six parts, as he said “for no particular reason.” He shared the role of this award in impressing his own children; who doesn’t want to be a hero to his/her kids? He talked about his youth as a “feral child” who raised himself among the library stacks, where early on he satisfied his curiosity about “ghosts, witches, magic, and space.” He shared the surreal experience of being sleep deprived at the moment he first heard the excited chorus of the 14 members of the Newbery Committee, delivered via speakerphone to his Los Angeles hotel room. He talked about being on the side of books you love.
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Nick Glass Interview – Part 2

By Judi Moreillon, Texas Woman’s University, Denton, TX

The book jacket to The Graveyard Book, written by Neil Gaiman and illustrated by Dave McKean.

This is the second of a planned four-part interview with Nick Glass, member of the 2009 Newbery Committee, conducted electronically by Judi Moreillon.

JM: Welcome back, Nick and WOW Currents readers.

Let’s talk about The Graveyard Book. In the International Reading Association publication Reading Today (April/May 2009), Gaiman notes that “all books are collaborative.” Similar to reading scholar Louise Rosenblatt, he describes the reading transaction as a collaborative creation between the author, the reader and his/her background experience, and the actual words and images of the text.

What was your response to the book when you first read it? Did your response change when you discussed it with your fellow committee members?

NG: The “collaborative creation” concept that you describe in your question, between the author, the reader and his/her background experience, and the actual words and images of the text,” is a beautiful thought, and definitely resonates with me. And yes, I believe this multidimensional experience works very well with The Graveyard Book, or many great books, because of the reactions readers have during the journey we take.
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An Interview with Nick Glass – Introduction

By Judi Moreillon, Texas Woman’s University, Denton, TX

This is the Newbery Medal. The bronze medal is awarded annually to the author with the most distinguished contribution to American literature for children.

This is the first of a planned four-part interview with Nick Glass, member of the 2009 Newbery Committee, conducted electronically by Judi Moreillon.

JM: Thank you, Nick Glass, for your willingness to share your 2009 Newbery Committee experience with WOW Currents readers. There has been a great deal of buzz in the children’s literature community since the 2009 Newbery Committee selected Neil Gaiman’s The Graveyard Book as this year’s medal winner. Many of us are looking forward to Gaiman’s upcoming speech at this year’s Newbery-Caldecott-Wilder Banquet at ALA in Chicago on July 12th. Before we talk about the book, let’s give WOW Currents readers some background on the Newbery Committee selection process and the process used for selecting the “most distinguished contribution to American literature for children.” How were you selected for the committee? Have you served on a book award committee previously?

NG: I was elected to the 2009 John Newbery Award selection committee by the membership of the American Library Association (ALA) division that administers this award, ALSC (Association for Library Service to Children). This was quite an honor, and a real shock to me. You see, I’m not a librarian. I’m a book lover. I’m a professional in the world of children’s books. But I’m not a librarian – and I always thought that librarians and academics in the field were those who got to serve on these committees.
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Wishing for Books

by Ann Parker, The University of Arizona

Parker Wishes, children’s wishes for booksI wish I had a book.

I wish for all kids around the world to have books.

I wish I had an endless supply of books.

I wish that I could have history books.

I wish everyone would read a book they enjoy!

I wish everyone could read.I whish I could red a book for the world.

Reading and own lots of books.

I wish I could levetat when ever Id wish.

I wish animals and I could talk.

I mirmaid real.

I wish for a dinosaur.

I wish I could fly!
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Children’s Hope in the Midst of Despair

By Kathy Short, Director of Worlds of Words

Kathy's Wishes, children's hope, war and peaceMany adults believe children should not be burdened with books that raise difficult social issues, particularly war and violence. They argue to protect the innocence of children, not realizing that what children want is perspective, not protection. Continue reading →