When I reflect on this class or any other classes I have taken, I like to focus on the lessons and information I have covered that will make me a better teacher and librarian. I have taken a children’s literature class before and did not think that this class would cover new material. I was clearly mistaken.
As I was reviewing our readings, the ALA Freedom to Read (2004) states “We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society (para. 20). I found this statement as the job of librarian. It is our job to find and provide library material for patrons even, when I find the requested content goes against my own beliefs. This will at times be challenging because I understand the danger of mis-information or “fake news.” As a school librarian, I will need to educate my students to be able to identify and filter out misinformation.
For the last couple of years, I have been trying to share more stories and books that represent the learning community of my class and school. The Rudine Sims Bishop video Windows, Mirrors and Sliding Doors (2015) discusses the idea that looking through windows to allow people to see how they “match or do not match” other worlds (1: 33). I look at this as not just for my students, but for me. I must look through the window and see learn from the different worlds unlike mine.
I have always evaluated the books I have read to my students but did not have a formal method. I always selected books that had a message I wanted to get across or supported the reading curriculum. I learned so much as I read From Cover to Cover by Kathleen Horning (2010). I learned how to evaluate the images in a picture book. The images carry or support the words the author writes. While exploring the idea of the images telling the story I discovered that often books stories could not told without pictures. Dan Santat does this in three books I disc overed this year, Dude by Arron Reynolds (2018), Lift by Mihn Le (2020) and Drawn Together by Mihn Le (2018).
I also thought about how short films can be used in the same manner. The short film Home Sweet Home (2013) reminds me of a wordless picture book. This will allow for instruction of telling the story without words. The film can also be used while teaching students story elements or about the theme of making new friends. The Providence Children’s Film Festival provides learning guides on how to discuss films.
I also started to evaluate books using cultural markers (Vardel, 2019). According to Vardell (2019) when considering cultural markers she states, “be sure to pay close attention to the illustration, as well as the words or text” (p. 60). I have incorporated this evaluation into my day-to-day process when selecting books to read to students.
Campbell, Haines., Koester, and Stoltz (2015) librarians should be media mentors. They state, “Media mentors support children and their families in their decisions and practice around media use” (p. 7). I feel like this is the role that I must take on as a librarian. This will allow me to support families while teaching students how to approach media in a positive, healthy way.
School librarians have a chance to create excitement and joy when it comes to developing lifelong learners and readers. We can use different types of material to introduce how to access material. Graphic novels seem to be a favorite for most my students. Students need instruction to access kind of book. I have used the picture book Lift by Mihn Le to introduce the structure of a graphic novel. Teaching students how to read pictures is key when reading a graphic novel.
I have also used the e-book to do the same thing. Showing students actual books like Dog Man on a Smart Board will create interest in a series that have multiple copies in most libraries. By modeling the reading of this graphic novel will allow students to gain a better understanding of the story element of the book.
Throughout this class, I have tried to push my understanding of different materials available for librarians. By incorporating different materials, I have provided access and opportunities for my students. I hope to continue to use all that I have learned during this class to make me a better librarian.
Reference
ALA. (June 30, 2004). Freedom to Read Statement. Retrieved from http://www.ala.org/advocacy/intfreedom/freedomreadstatement opens in new window
Bishop, R. S. (2015, January 30). Windows, Mirrors and Sliding Doors. Retrieved fromhttps://www.youtube.com/watch?v=_AAu58SNSyc
Campbell, C, Haines, C., Koester, A and Stoltz, D. (2015). Media mentorship in libraries serving youth. Association for Library Service to Children. American Library Association. Retrieved from https://www.ala.org/alsc/sites/ala.org.alsc/files/content/2015%20ALSC%20White%20Paper_FINAL.pdf
Horning, K. T., (2010). From cover to cover:evaluating and reviewing children’s books. (Revised ed). Colins.
Paccolat, S., Diaz, A., Clenet, P., & Mazevet, R., (2013) Home sweet home. Supinfocum.
Providence Children’s Film Festival. (n.d.). Film guides. Retrieved fromhttps://providencechildrensfilmfestival.org/wp-content/uploads/2016/09/FilmHubGuide_General-FNL.pdf
Rideout, V., & Robb, M. B. (2020). The Common sense census: Media use by kids age zero to eight, 2020. San Francisco, CA: Common Sense Media.
Vardel, S. M. (2019). Children’s literature in action: A librarian’s guide. (3rd ed). Libraries Unlimited.