July 8th, 2009 | posted by: Lynette

Reading Goals

When I’ve heard people talk about reading goals, it is usually about reading a certain number of books or chapters per week, month, or year. Diane Chen gives some examples of Student Reading Goals in her article in School Library Journal. Having a goal is always a good idea. It helps motivate you and keeps you focused on a particular task. However, if the goal is too general, it can become discouraging.

My middle child struggled with learning to read. She is an active child who excels at many activities from swimming to playing the violin to flying trapeze and riding a unicycle. Basically, sitting down with a book couldn’t compete with all the other excited activities that beckoned to her, and that came so easily to her.

Since running away to the circus was not really a viable option for my daughter, we pushed forward with the learning-to-read efforts. I read aloud to her whenever possible, often trading turns with her reading a page and then my reading a page. It was difficult, because the simpler books with larger text had trouble holding her interest and the words in the more substantial books were too difficult for her to read. She would work her way haltingly through a page or a paragraph and we were both exhausted by the end. We tried re-reading passages to build a familiarity with the words on the page. It bored her. Frustration – even dispair – was building for both of us.

Help came in the form of my daughter’s 5th grade teacher, a warm, caring and dedicated woman. She assigned her class 10-20 minutes of independent reading every evening. My daughter was daunted by the assignments. However, she was encouraged to use audio recordings and to follow along with the text. At school, she was encouraged to become aware of her learning process and style in all subjects, not just reading.

One evening towards the beginning of 5th grade, my daughter climbed into my bed and asked me to read with her. She began reading aloud from the next chapter of her book – I believe it was Geronimo Stilton – and I noticed that she could read the words much more fluently than before. I remarked on her improvement and she told me, “Oh, yeah, increasing speed is one of my reading goals. It is the same goal that my reading partner, Abby, has.”

Not only did my daughter who practically would run from books have reading goals, she had a reading partner! She informed me that her other reading goal was stamina, and proceeded to explain to me exactly what that meant.

This awareness, and good bit of hard and diligent work and practice, has helped my daughter to truly become a reader. She still prefers climbing trees or playing Sharks and Minnows in the pool to sitting quietly with a book, but she is proud that she is able to read well. Now she is ready to move on to a goal like reading a book every month!

July 2nd, 2009 | posted by: Lynette

What's Up With Boys and Reading?

I am a female who adores reading both fiction and non-fiction, and I have never really given much thought about whether there is an issue about boys reading – until now. I’m just in the process of producing a series of books for PicPocketBooks on the iTunes App Store. These BIG STUFF™ Books are especially geared to fit the interests of young boys. The author, Robert Gould, designed the books to appeal to boys and applies the Stealth Literacy® concept to make his books engaging for “reluctant readers,” especially the average young male reader. Gould notes that, “Today’s kids require more visual stimulation to hold their interest than any generation before them.” There are hundreds of articles about why boys lag behind in reading in the US Education Resources Information Center (ERIC).

So what is being done about it? Content is key: comic books and graphic novels can help boys connect to the idea of reading – again there’s that visual stimulation thing – and eventually to develop a love of reading. Christine Welldon, author of the article, “Addressing the Gender Gap in Boys’ Reading” (Teacher Librarian. Seattle: Apr 2005. Vol. 32, Iss. 4, p. 44-45 (2 pp.)), invented a club for boys to promote reading. The club organizes activities like pizza parties and provides symbolic martial-arts-type colored belts to celebrate achievements. Her advice to parents and educators:

“What does the teacher-librarian have to do to manage a Cool Guys Reading Club? First, select the titles boys love to read. Be sure to get Captain Underpants, because the cartoon format and simple-but-crude plots are perfect for boys. Graphic novels are also popular and the simple comic book is great for reluctant readers. Feature Cool Guys books in a separate place from your main collection. I put cards and pockets in each book and have a binder with each boy’s name written on a separate pocket inside. When a boy goes to the Cool Guys cart, he simply slips the card out of the book of his choice and puts it in his pocket in the binder. There, he can see the visual proof of his achievement level: a strip of colored construction paper, or “belt” in his card pocket. Comparing where he is in terms of reading achievement with the other boys in the club is an incentive to read and share more books.”

Not only do boys have a more difficult time learning to read, but the ones who do read for pleasure often stop in the preteen years. Perhaps reading is seen as feminine (read: uncool) because most elementary school educators and librarians are women. However, it is at this level that YA fiction fails boys. Most YA stories are geared towards girls, with female protagonists.

Obviously, there are exceptions to every rule, but I’d have to conclude that there is an issue about boys and reading, and it is one that I’m going to pay more attention to. Thoughts?

June 23rd, 2009 | posted by: Lynette

Online Publishing for Kids

Today a friend from high school (she’s now a teacher) sent me a link to a site called Tikatok. Tikatok offers a platform for kids to create their own digital books by uploading their own illustrations or picking from Tikatok’s offerings, and typing in their own text. Individuals or groups (like an elementary school class, scout troup, or club) can compile their own books: “Imagine a story. Create a book.” is Tikatok’s tag line.

Tikatok recently announced their National Writing Contest winner: the third grade class from Westlake Elementary. The class put together a book of illustrated letters they wrote to President Obama on the occasion of his Inauguration. The sentiments are noble and heartfelt and it is a great way for the kids to showcase their work. Tikatok will present the President with a copy of the book: how cool is that?

As with many online digital photo website that offer the option of creating a photo memory book, Tikatok’s site lets members (you have to sign up for a free membership) work their way through a template to create their original books. Along the way, in addition to choosing paper color and placing text boxes and illustrations, the application offers thematic writing hints and suggestions.

The website also offers other original books by kids for sale. Truthfully, some of them are ones only a mother could love, but overall, I’d say it is an intriguing idea. I especially like the writing contest and the effort to encourage kids of all ages to express themselves through writing.

The company was launched its site in March 2008. In an early press release, Sharon Kan, Co -Founder and CEO of Tikatok explained, “I was in the children’s section of a national bookstore chain with my daughter and realized that all of the books were written and illustrated by adults. Children love to tell and read stories with other children, and it is important for them to continuously use their imagination and create things, like books, instead of just consuming products. Tikatok.com provides a great online community that is designed to spark creativity and empower any child to create books, to share original stories with their friends both online and in print. We are proud to have developed a creative environment that really helps unleash a child’s imagination and fosters story-telling, sharing and collaboration among children.”

June 22nd, 2009 | posted by: Eva

Marantz talks about picture books

Marantz? Who is Marantz? Well, in addition to being a school librarian for almost 30 years, Sylvia S. Marantz has coauthored several books and written her own. I got Picture Books for Looking and Learning from the library at the same time I got Jalongo’s book. Like Jalongo’s book, Marantz’s work is geared toward teachers and librarians. Unlike Jalongo, however, Marantz focuses primarily on picture book illustrations.

The first two chapters are called “Anatomy of a Book” and “Media and Techniques.” In the first chapter, Marantz gives an in-depth overview of all the parts of a picture book (including dust-jacket, title page, and gutter). I was surprised by how explicit she is in this chapter – don’t we all have enough of an understanding of what a title page is to get along? Yet Marantz opens this chapter by stating that “we need to introduce and define certain terms that will be used throughout our discussions. Acquainting student with these terms will help them better discuss picture books as well” (1). 

In chapter two, Marantz again goes into great depth: collages, pencil drawings, scratchboard, and lithoraphs are among the “media techniques” she explains. She makes a good argument for this review at the opening of the chapter. “You [a teacher] may have spent hundreds of hours over the years reading, discussing, and analyzing the words in books with the help of teachers and professors and on your own. But most of you have barely spent minutes looking critically at pictures under comparable conditions” (5).

The next three chapters review a number of picture books by grade-level. For each book, Marantz describes the illustrations in great detail, and relates them to the story. She explains how artistic choices made by illustrators create particular atmospheres for stories, and how they can affect children. It is an interesting approach to picture books that I have not encountered before. I was reminded of film or literature analysis – picking up details and symbols that are discreet and subtle. Like Marantz stated in chapter two, most of us have spent much more time analyzing literature and film. Clearly, picture books can be delved into with a similar analytical lens.

June 19th, 2009 | posted by: Lynette

Not just for grown-ups anymore

There has been a lot of buzz about the release of Apple’s new iPhone – actually, it is the old iPhone, with a new price. $99.00 now buys the same iPhone that used to cost $199.00, but it will have an updated software package. You’re not done after paying your $99, though, because service plans can run up to $150 per month for unlimited plans. The price of the iPod Touch remains at about $214-$220, and there are no monthly service charges.

The iPhone 3.0 S (S is for Speed) is available at the “old” iPhone price of $199. It has nifty features like the video recording, the compass, and, of course, speed, that the previous version does not support.

I would predict that as the price of SmartPhones drops, not just with the iPhone, but others as well, they will become more ubiquitous. At this point, a lot of people who I run into are still quite protective of their new iPhones. I think that the drop in price will help iPhone users feel more comfortable with letting their children borrow their iPhones for games, music, and other downloads.

“You’re looking not just at an expensive thing for mom and dad but something for kids,” notes Leticia Barr, who runs the blog TechSavvyMama.com.

“More users [might] be willing to try out the iPhone because of its vast capabilities,” he said. “Oh, and by the way, I can also let the kids play games on it and use it for educational things. It becomes more of a multi-purpose family device,” claims Time Bajarin of Creative Strategies Inc.

June 10th, 2009 | posted by: Eva

The Eric Carle Museum – one of few

Perhaps you recognize the name: Eric Carle (pronounced “Carl”). He is best known for his 1969 book The Very Hungry Caterpillar, and has also written or illustrated over 70 other titles. Along with his wife, Barbara, Eric Carle founded the not-for-profit Eric Carle Museum of Picture Book Art in November 2002.

The mission of the museum is to “inspire, especially in children and their families, an appreciation for and an understanding of the art of the picture book.” According to its website, the Eric Carle museum is “first full-scale museum in this country devoted to national and international picture book art, conceived and built with the aim of celebrating the art we know first.” A quick Google search confirmed this: there really are not many museums dedicated to the art of the picture book.

At first I was not fazed by this. Such a museum sounds cool, I reasoned, but I’ve never heard of other picture book museums so they must not be that important. Upon further thought, however, I am surprised. Why aren’t there many picture book museums? Picture books comprise the first art we are exposed to in our lifetimes! Picture books contribute to development, comprehension, language acquisition, and many other important skills. Ideally, they also foster an early appreciation for a good story, which remains with us for the rest of our lives.

I found only four other comparable museums in the depths of Google. The University of Findlay (Ohio) has the Mazza Museum, a teaching museum of picture book art established in 1982. If you’re ever in Japan, you could visit the Oshima Picture Book Museum. Troisdorf, Germany, offers the picture book museum Burg Wissem. Otherwise, the Eric Carle Museum is your best bet to explore and appreciate the diverse art of children’s picture books. Next time I find myself in Amherst, Massachusetts, I am definitely paying a visit.

June 3rd, 2009 | posted by: Lynette

Kids' Opinions on Digital Entertainment

Today I asked a group of kids, ranging in age from 9-12 years, about their user habits and preferences with digital entertainment. The first on the list was gaming platforms, specifically Sony’s PlayStation and Nintendo’s Wii (favorite games are snowboarding and Mario). Prices on the PlayStation range from around $100 to $500, depending on the  model, while the Wii is $249 and the Wii Fit is $339. The kids preferred the Wii because it is wireless, and because you can create your own characters.

Other digital devices these kids use for entertainment include computer/ internet (Facebook, MySpace, chat, Garage Band, games), TV and movies, cell phones and iPods. They all covet the iPod Touch (Three out of four would rather have their own iPod Touch than anything else, including the Wii.) The reasons they gave for this choice are:

1. It is a personal device

2. It is completely portable

3. Internet connectvity (there is so much you can do with it)

4. It has “super games”

The kids are well aware of the iPod Touch’s price tag ($220), and a couple of them are saving up their lawnmowing money to buy an iPod Touch.

At first I was surprised that they would choose the iPod Touch over the other gaming platforms that are available, but after hearing their reasoning, it did make sense. The device is so handy, versatile and “cool-looking,” and with thousands of applications and counting on Apple’s AppStore, the choices are virtually infinite.

June 3rd, 2009 | posted by: Eva

What Jalongo has to say

I came across references to Mary Renck Jalongo’s Young Children and Picture Books during my Internet searches on the “importance of children’s picture books.”  When I realized it was an actual book I immediately checked 2nd favorite research spot: the public library :-) I love the public library! I clicked on the library catalogue bookmark and lo, the system had Jalongo’s book!

I have been going through her book for several days now. It is largely geared towards teachers.  There is a lot of information about reading in the classroom, involvement of parents, acquisition of literacy and comprehension, culture, and resources. However, this slant does not detract from the book’s appeal to a general audience. It is very interesting: I had no idea of the depth of facets to children’s picture books! 

For example, here is some of the table of contents: 
1) The Importance of Picture Books
2) Quality of Picture Books
4) Young Children’s Responses to Picture Books
5) Acquiring Literacy through Picture Books
7) Linking Picture Books with Curriculum 

Jalongo covers many aspects of picture books in her work, which is under 200 pages in length. Additionally, she includes recommendation of “quality” picture books for children of all different age groups. 

She  uses examples from classrooms, quoting real children and analyzing their experiences, to illustrate the chapters. I enjoyed reading the children’s words. They provide a nice contrast to Jalongo’s academic tone (though she is quite readable), and are cute!

These quotes particularly stood out to me:

“Engagement with picture books while we are young forms the basis for becoming a literate adult, one who not only decodes words accurately but also enjoys reading and takes the time to read” (1). 

“To realize the full potential of children’s literature, adults must accept two complementary guiding principles: that the purpose of picture books is to engage children with literature, and that the picture book is a major resource in children’s acquisition of literacy” (2). 

“Although children certainly do achieve important learning goals through picture books, the process must begin with enjoyment, rather than with a dreary, adult-directed lesson” (2).

“Picture books embody at least three stories: ‘the one told by the words, the one implied by the pictures, and the one that results from the combination of the other two’ (Nodelman & Reimer 2003, 295)” (12). 

Would I recommend this book? Yes, at least to flip through. In it’s entirety it is probably most appealing to teachers of young children with picture books in their classrooms. However, Jalongo makes interesting points about the importance of picture books beyond the classroom setting as well. It benefits all of us to be aware of the integral part picture books play in our children’s growth and development.

June 2nd, 2009 | posted by: Lynette

A Digital Toy for the Very Young

New digital products are flooding the marketplace, and it is no surprise that these products are targeted at a younger and younger consumer base.

Today, I ran a search for digital toys for three year-olds and the first product to come up was Fisher Price’s Kid Tough Digital Camera. Yes, Fisher Price recommends the Kid Tough Digital Camera for 3-6 year-olds, although some reviewers think that it is suitable for two year olds.

The camera sells for $49-$70 and gets pretty good reviews (4/5 stars) overall. The main points of concern for the reviews are price, quality/functionality, and durability.

If you’re going to be paying up to $70 for a toy for a two year old, of course you want it to survice being thrown across the room in a temper tantrum. Additionally, if the pictures are really poor quality, what’s the point? However, it does seem that the Kid Tough is capable of taking respectable pictures, even if the quality is not quite up to that of “real” cameras. In a blind contest between several kid’s cameras on the market, Fisher Price’s product performed well.

There are games and add-ons for the Fisher Price camera, including cute borders and funny hats for the pictures. I haven’t figured out the games. I wonder what kind of games a three year old plays with her digital camera.

June 2nd, 2009 | posted by: Lynette

What's Whyville About?

I am exploring digital media targeted at children and I created a Whyville character this weekend. It is free to join  and play in (on?) Whyville. The description of Whyville on the site itself claims that “Whyville is a virtual world where boys and girls from all over the real world come to chat, play, learn, and have fun together. You design your face, earn clams by playing games, hang out at the beach, and go to town events at the Greek Theater. You can start your own business, buy a car and give your friends a ride, or write for the town newspaper.”

In creating a character, I had several choices of facial features meant to depict different races and even species (ie. a pig nose was one choice!). After the creation of my personalized, legless torso, my first stop was the “Welcome Center”. There, tour guides are available, although I wasn’t able to really connect with one. I underwent the “Chat test” which was a thoughtful and effective way of stating Whyville’s social rules. I am proud to say that I passed with flying colors and now know not to give or request specific, personal information from other characters in the Whyville space, and to report rule breaking such as bullying or inappropriate language to beanie-wearing  monitors.

My next stop was the playground, where I discovered the “Simon Says” game. The other players were friendly to me, saying hello and even giving me tips with the game. I wasn’t very good at Simon Says, though. Perhaps with more practice, I’ll get better! I also tried a job to earn some clams, and visited the bank to make a deposit.

Whyville is a completely new experience for me and I look forward to exploring it further. I am glad to know what sites and programs are attracting the attention of kids these days!

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