The Literacy Village

This past weekend, Tucsonans and visitors to the Old Pueblo celebrated literacy at the ninth annual Tucson Festival of Books. Over 100,000 people attended the two-day festival.

From infants to the elderly, future and avid readers from all backgrounds and with varying literary preferences enjoyed immersing themselves in the power of story and the critical importance of literacy in their lives.

This year, I had the responsibility and pleasure of booking the storytellers and facilitating their performances at the Children’s Entertainment Stage. These performances were part of the Entertainment and Family Activities offered at the Festival.

In chronological order, Elly Reidy, South Mountain Community College (SMCC) Storytelling Institute tellers, Antonio Sacre, More to the Story Entertainment, Joe Hayes, and Carla Goody shared their love of story and their talents to eager audiences of all ages.

Elly Reidy and  SMCC Storytelling Institute Tellers Mario Avent, Chantel Freed, Chrissy Dart, and Liz Warren shared stories from published traditional literature. Their stories spanned different cultures and their retellings reflected the personalities of the tellers. In addition to enjoying their live retellings, listeners could find their stories in the folktale section of their public and school libraries. Hurray for 398.2!

Antonio Sacre, who told stories on both days, shared personal family stories some of which have become picture books or part of a short story collection. One of the overarching themes in Antonio’s tellings is the power of family storytelling, Throughout his performance, he asked listeners to connect with their own stories/memories. Antonio shared his stories in Spanish and English and gave listeners a humorous and heartfelt window into his experiences as a boy, son/nephew/grandson, and father.

More to the Story Entertainment captured the attention and imaginations of the youngest TFOB audience attendees and their families. Through fairy costuming, song, audience participation, and magical moments they delighted their audience.

Joe Hayes once again captivated his loyal audience and made new fans, too, with his Southwest-seasoned tales and stories from beyond our region. Joe said he enjoys telling stories that blend cultures. He told a Cuban story about a family of white herons in Spanish and English and wove a chorus throughout the telling that reminded listeners of the African ancestry of a majority of Cuban people. Joe reminded us that stories connect people of various cultural backgrounds to a shared humanity.

C. A. Goody shared the story of her inspiration for her Charlie the Cat series, which now includes nine titles. Taking the point of view of Charlie, she recounted how a cat might experience various aspects of life. Written for third- and fourth-grade children, Carla’s stories invite readers to take up their pencils/pens/keyboards to craft stories of their own.

Thank you all for your part in making the Children’s Entertainment Stage an exciting part of the TFOB.

As a former school librarian, (school) librarian educator, and family literacy advocate, I am keenly interested in the literacy organizations that support Tucson’s literacy ecosystem, particularly those that impact early childhood education.

These were some of the booths I visited and the groups whose work I applaud (and support). In alphabetical order:

Expect More Arizona: “Expect More Arizona fosters a shared voice and collaborative action among partners statewide to advocate for all Arizona students to have the opportunity to succeed, from their early years and throughout life.”

First Things First: “First Things First is one of the critical partners in creating a family-centered, comprehensive, collaborative and high-quality early childhood system that supports the development, health and early education of all Arizona’s children birth through age 5.”

Literacy Connects, which includes Reach Out and Read Southern Arizona, Reading Seed, and more: “Literacy creates solutions to many of society’s most persistent problems. From reducing unemployment and poverty to increasing economic growth and opportunity, literacy is key to a better future for all of us.”

Make Way For Books: “Our mission is to give all children a chance to read and succeed.” MWFB serves more than 30,000 children and their families and 700 educators.

Worlds of Words: “Worlds of Words is committed to providing a range of resources to encourage educators at all levels to integrate global literature into the lives of children.” (More about WOW next week!)

It does take a village to support literacy and these organizations are doing vital work to elevate literacy in our community and improve the quality of life choices for our residents, particularly as they launch their literacy lives.

Thank you to the presenters, sponsors, exhibitors, volunteers, and most of all the readers who use their literacy skills every day to enjoy life, to improve their life choices, and to participate in the life of our village, our country, and our world. In doing so, you are an essential part of the literacy village we all need. Bravo to all!

Image Credit: Tucson Festival of Books logo courtesy of the Arizona Daily Star, image created in PowerPoint

Advocating for Respect and Literacy for All

If advocating for literacy for all is “political,” then a growing number of school librarians, authors, publishers, and schools are speaking up and out about the empathy and attitudes that will help ALL students become the respectful, successful native-born or naturalized citizens our country needs.  With this post, I applaud and join with them.

The following exemplary examples are just some of this work that came across my computer screen last week. I hope school librarians will follow these links and be on the lookout for other ways we can align our work with inclusion and take action for social justice.

School librarian Elissa Malespina penned and illustrated “An Open Letter to School Librarians,” which was published on the School Library Journal (SLJ) Web site. In her opinion piece, she challenges school librarians to take a firm stand about how we welcome and include students in our libraries and schools. “Every day students of different races, nationalities, and sexual orientations walk through our doors. Our libraries must be safe spaces for them, since the outside world has become increasingly unsafe.” For Ms. Malespina (and I hope for you), silence is not an option.

Young adult author Marie Marquardt wrote an equally eloquent appeal related to social justice on the Teen Librarian Toolbox (TLT) linked from the SLJ site: “Love and Justice: What I’ve Learned from Those Seeking Refuge in the U.S.” Ms. Marquardt, who lives in Georgia, has worked for more than twenty years with immigrants, most of whom were undocumented, and asylum-seeking refugees. In her piece, she wrote this: “They all made these journeys because they believed America is a place of refuge, a peaceful nation guided by such enduring values as fairness, equality, and the rule of law. Even in the face of clear injustices – blatant discrimination, inconsistent treatment in the courts – they have astounded me with their steadfast desire to participate in American life, to become American. In fact, they have taught me to see my own nation through new eyes, to affirm and celebrate our core values.”

The 2017 TLT Project is Social Justice YA Literature. Use this link to read more about this timely and essential effort. To participate in this effort on Twitter, use the #SJYALit.

Tomorrow, Tuesday, February 14th, Booklist, Second Story Press, and Lee & Low Publishers, are offering a free one-hour Webinar titled “Teaching Tolerance.” On the promotion for this event, the collaborators cite increased bullying in schools as an indication that educators and parents are called upon to use children’s literature to help young people increase their understanding and acceptance of “others.” School librarians can support classroom teachers and families by spotlighting these titles and integrating them into their collections and teaching.

BACC blog readers can find another resource for books about refugee and immigrant experiences on the Bridging Refugee Youth and Children’s Services Web site. This annotated list includes forty titles for both children and teens.

This post would not be complete without a huge shout out to Luma Mufleh and an appeal for your support for the Fugees Family. Coach Luma began her humanitarian work in 2006 by offering refugee boys a free, organized soccer team. Today, the Fugees Academy is the only school dedicated to refugee education in the U.S. One hundred thirty-six boys and girls are members of the Fugees Family and participate in year-round soccer, after-school tutoring, an academic enrichment summer camp, or are full-time students at the Fugees Academy where they learn academics and build character and leadership.

Like all 501(c)(3) organizations, the Fugees Family stays afloat through grants and on-going fundraising efforts. Please consider supporting their current effort – a t-shirt that reads: “Refugees – USA – Welcome.” Support these young people and their teachers. Purchase a shirt and wear it proudly.

Thank you all for the work you do and for speaking up and out.

And I close with one additional special thank you to Nebraska assistant public library director Rebecca Corkindale who collaborated with librarians from Saline County Library in Benton, Arkansas to create “Libraries Are for Everyone” graphics. With the help of librarians from around the world, Ms. Corkindale continues to translate the text on these copyright-free graphics into many languages.

Bravo to all!

Works Cited

Jensen, Karen. Love and Justice: What I’ve Learned from Those Seeking Refuge in the U.S.: A Guest Post by Author Marie Marquardt, Teen Librarian Toolkit.com, http://www.teenlibrariantoolbox.com/2017/02/love-and-justice-what-ive-learned-from-those-seeking-refuge-in-the-u-s-a-guest-post-by-author-marie-marquardt/

Malespina, Elissa. “Open Letter to School Librarians,” School Library Journal.com, http://www.slj.com/2017/02/opinion/soapbox/an-open-letter-to-school-librarians-silence-is-not-golden-opinion/

Image Credit
Corkindale, Rebecca. “Libraries Are for Everyone,” Hafuboti.com, https://hafuboti.com/2017/02/02/libraries-are-for-everyone/

ILA’s 2017 “What’s Hot in Literacy Report”

I have been a member of the International Literacy (formerly Reading) Association (ILA) since the late ‘90s. As a school librarian and school librarian educator now consultant, I believe it is important for school librarians to “reach across the aisle” to read the publications our classroom teacher colleagues and administrators are reading. This helps us engage in conversations about this information while we stay abreast with issues in the larger education arena.

For the past twenty years, ILA has been conducting an annual survey and publishing the “What’s Hot in Literacy Report.” The goal of the survey is to rank literacy-related topics in terms of what’s hot (talked about) and what (should be) important at both the community and country levels. You can access the 2017 “What’s Hot in Literacy Report” and read a summary of the report posted 1/11/17 by April Hall on the ILA blog.

This year 1,600 respondents from 89 countries responded to the survey. There are many take-aways from this year’s survey that should be of particular interest to school librarians. These are just some of the highlights.

It is no surprise that assessment and standards are the #1 hot topics, but survey respondents feel these topics are not as important as the attention they are getting. They rank #10 at the country level and #12 at the community level. While there is no doubt in my mind that school librarians must gather student learning outcomes data that reflects the effectiveness of our teaching/coteaching, we want to continue to measure the impact of our school library programs in other terms as well.

Some of the assessment questions we might want to answer:

1.    Are students, faculty, administrators, and parents involved in planning, managing, and promoting the school library program, including literacy events and teaching activities?
2.    Do visitors to our library make positive remarks regarding the activities, displays, and learning engagements taking place?
3.    How many successful inquiry learning units have we coplanned and cotaught this month/semester/year, and how do students and colleagues talk about these experiences?
4.    How often does our principal make remarks in faculty, PTA, and school board meetings and other communications related to the work of the school librarian and the role of the school library program?

Another area that I think should be of interest to school librarians is early literacy. In the survey, it is both hot and important. 80% of respondents at the community level and 78% of the respondents at the country level feel early literacy is very or extremely important. While some elementary school librarians serve the needs of preschool children in their community, I believe it behooves us to develop more partnerships with families, childcare centers, and non-profit agencies in order to support early childhood education and family literacy.

When I served as the school librarian at Corbett Elementary School, I provided a monthly storytime for Head Start children, teachers, and families. At Gale Elementary, our library program offered a weekly storytime for a developmental preschool that met on our school site. Still, I thought our libraries could do more. For example, in my role as a literacy coach at Van Buskirk Elementary, I collaborated with the community outreach coordinator to facilitate a weekly workshop for parents, most of whom were primary Spanish-speaking moms. They made books, personalized with characters and information related to their family culture, which they practiced reading in the workshop and could read fluently at home to their children.

The “What’s Hot in Literacy Survey” also found that parent engagement is more important than it is hot. Let’s keep thinking about how we can support family literacy in our communities.

Teacher professional learning and development were other areas that 71% of respondents believe are very or extremely important. From my perspective, homegrown, personalized learning for educators should be extremely hot and extremely important. For me, classroom-library coteaching was the most effective way to develop my own practice and influence the professional learning of others.

My ILA blog post about the report is scheduled for this Thursday, February 9. In it, I address two of the largest gaps between what is hot and what should be hot: students’ access to books and content and literacy learning in resource-limited settings. These gaps are directly related to the work of school librarians and the role of school libraries in education. (I also included an appeal for advocacy related to including school librarians in state-level Every Student Succeeds Act plans.)

I will post the link in the comments section when it goes live.

Remixed Image Credit:
Avimann. “Flame.” Morguefile.com.