It is a form of generosity for authors to give young adults access to important histories—histories that are no less crucial simply because they are not yet required reading or don’t appear on standardized tests.
The challenge for nonfiction writers is to discover the best pathways into the world in any form, to build a compelling narrative in words, but, also, to find ways to weave in the sounds, the images, the videos that best complement the text.
The field of nonfiction is growing and changing and it’s time for librarians to take a closer look at what defines “excellence.” At ALA annual, YALSA will be considering its nonfiction award criteria. The discussion begins here.
Last month a new prize was announced: Mathical Books for Kids from Tots to Teens. The prize is sponsored by the Mathematical Sciences Research Institute (MSRI)—a non-profit that focuses on research and works to deepen appreciation of mathematics across all age levels—and the Children’s Book Council (CBC).
A look at YALSA’s Nonfiction Award for Excellence leaves the author with some questions about the award’s criteria.
Like me, you probably have a list of books that you would like to see written—and published. Here are a couple of topics I’d like to see addressed in a book. What are yours?
A central challenge in writing nonfiction for young adults is providing context. But what is context? The bread that holds it the sandwich together, or the meal’s nutritional value? It’s something to chew over.
STEM events—from school programs to citywide activities—are happening all over. With a few tips from the city of Buffalo (NY), you might want to start planning your own festival.
A recent news article offered a fascinating graphic on American jobs that pay $40–80,000 a year, highlighting whether these jobs have grown or declined between the years 1980–2012. Where does librarianship fit into the picture?
The Partnership for Assessment of Readiness for College and Career (PARCC) tests are coming to 10 states this spring. How can you help colleagues, parents, and students to prepare for them?
“Selma”—there’s the film, and the reactions. Beyond all the friction is the question: What can we learn from the film and the controversy?
The Italian media consultant Marcello Vena argues that we are in an “attention economy.” Our problem is not to locate media, but to find the time to read, watch, listen to, or play it. How does this relate to the role and function of the school librarian? Read on.
Everyone who knows me knows I’m in the cheering section for the Common Core English Language Arts State Standards. But as an advocate for the standards, I have a concern and a question about the assessments.
Briony Everroad and Daniel Hahn, in conjunction with Words Without Borders, have crafted an online magazine issue entirely comprised of young adult writing in translation. It’s a tool to that opens the door to connecting US teens with their global peers.
New discoveries, new tools, and new perspectives constantly yield a new past—history is alive, coming into view right now. We must make sure that students see history as an adventure, a detective story, unfolding in front of us and not as a set of unyielding key points to be rehearsed and memorized for tests.
Under the Common Core State Standards students need quality nonfiction to support class assignments and they need to know how to read it. So where is it?
Where science and math were once deemed cold, distant, less human and humane than English or history, attitudes are changing.
Reading Portfolio, a tiny non-profit, is hoping to make wide and deep reading a verifiable and valued experience—and one that students can present to college admissions boards.
Looking for inquiry projects that will get your students excited? Introduce them to The Pixar Theory and see where it leads them.