April 22, 2014

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Marc Aronson

About Marc Aronson

Marc Aronson is a Rutgers University lecturer in the School of Communication and Information and the author of many notable nonfiction titles for children and young adults including, The Skull in the Rock, winner of the 2013 Subaru Prize from the American Association for the Advancement of Science. His book The Griffin and the Scientist (with Adrienne Mayor) will be published in April 2014. He was the first recipient of the Robert F. Sibert medal from the American Library Association for excellence in nonfiction writing for youth.

Hello World, Goodbye Flatland | Consider the Source

Photo by Ava Dakota Kim

“Between the booths, the artists, the displays, and the discussions, the Bologna Children’s Book Fair is a feast for the eyes and ears; it is the market, the souk, of materials for children and young adults.” The innovative works on display there make American publishers appear timid in comparison when it comes to experimenting with style and format.

The Right To Know | Consider the Source

right to know

Instead of squabbling over elements of Common Core we need to look at what the standards offer: a ladder. We must break through the blur of the immediate…to what [young people] need to know, to the skills and tools that will allow them to know, and the assurance that they have a right to know.

Diversity in Librarianship | Consider the Source


Over the past few weeks there’s been a great deal of discussion among librarians and authors about the lack of diversity in books published for children and teens. When it comes to our profession, have we closely examined the imbalances that exist? Marc Aronson weighs in.

The Good News | Consider the Source

good news

Lately, everything we hear about the Common Core State Standards is gloom and doom. Marc Aronson brings us the latest good news.

Text Sets: Your Chance to Lead the Common Core | Consider the Source

post it

While offering educators tried-and-true resources that respond to the CCSS mandate for “content-rich nonfiction that builds knowledge,” the ambitious Student Achievement Partners (SAP) also opens a door to collaboration.

How Do We Read? | Consider the Source

Two students are reading books

How do different readers approach nonfiction? What are their expectations? What engages them? What trips them up? And, what’s important when evaluating these texts? Must we approach each book with a checklist? Marc Aronson considers these questions.

The Google Djinn | Consider the Source


How is Google shaping our brain and the way we think? And what does it mean for educators? Marc Aronson ponders those questions.

New Year, New Possibilities | Consider the Source


Thinking about Tanya Bolden’s ‘Courage Has No Color, the Story of the Triple Nickles’ and Steve Sheinkin’s forthcoming ‘The Port Chicago 50,’ Marc Aronson asks, “Why are there so few nonfiction books by people of color that are not about the history of their own race/ethnicity?”

Blinded by Blockbusters | Consider the Source


The “long-tail” promise of digital—that its long-term availability would come to impact the blockbuster phenomenon—has not come to pass. What does this mean for librarians?

Robots and Rising Stars | Consider the Source


Whether it is kids making, or scientists sharing, this is the moment when science, history, archaeology, paleontology, and physics are all about knowledge taking shape in our hands, in front of our eyes. What a thrill.

The Elephant in the Reading Room | Consider the Source


Learning history is learning about the rise and fall of empires. And what type of stories are our students pursuing in their leisure reading? Could it be the rise and fall of empires? This author has some theories.

Bragging Rights | Consider the Source


Using Pinterest, online students at Rutgers have been curating boards for students on civil rights and robotics with the Common Core State Standards in mind. Take a peek at their efforts.

Strike Up the Band | Consider the Source


While studying, implementing, and assessing the Common Core standards, let’s not lose sight of the importance of passion, commitment, and creativity. The students at J.H.S. 52 in Manhattan and their teacher, Dr. Salvador Fernandez, haven’t. Fernandez shares his vision for how everyone in a school can work to meet the challenge of the Common Core.

“I Want a Real Picture of a Dinosaur” | Consider the Source


While many of us have thought about the interplay of art, text, and design in picture books, few of us have considered how the same elements work in nonfiction. It’s time to talk about the decisions that go into choosing and using art in nonfiction.

Current Events and the Common Core | Consider the Source

students debate

As educators, it’s essential that we teach our students how to become informed citizens–to examine evidence and argument related to the issues that shape political opinion and decisions. It’s as Common Core as it gets.

Trouble: Learning from the New York State Common Core Assessments | Consider the Source


The first round of Common Core assessment results are in. What do they tell us, and what should librarians be asking? Marc Aronson weighs in.

Ferment: Where, When, and Why Great Minds Gather | Consider the Source


What if we said it doesn’t matter what you are teaching—we want your students to examine and understand how thinkers and creators come together to argue, share, compete, build, and yield exponential leaps in thinking, creativity, and invention?

Book Camp | Consider the Source


Some summer camps offer what schools straining under reduced budgets and months of test prep can’t—and they aren’t just for the wealthy. Turn your library into a clearing house of information for kids and their parents about the range of programs available to them.

Lessons from the IronPigs | Consider the Source


Are there lessons to be learned from those perennial state assignments? On a road trip, Marc Aronson reconsiders his position.

Convention Blues | Consider the Source

Convention blues

The author argues that nonfiction remains marginal–so marginal that neither ALSC nor YALSA seems to notice their bias. The question is, why?