I just wanted to say how insightful I found Amy Cheney’s article, “Time After Time” (Oct. 2012, pp. 36–39). I learned a lot from the article, including tips on what’s hot in Street Lit right now and the names of the well-known authors of the genre. I also appreciated her call to action for finding and purchasing self-published memoirs. I am really excited and inspired by her article and will try to get [...]]]> Hope for Troubled Teens

I just wanted to say how insightful I found Amy Cheney’s article, “Time After Time” (Oct. 2012, pp. 36–39). I learned a lot from the article, including tips on what’s hot in Street Lit right now and the names of the well-known authors of the genre. I also appreciated her call to action for finding and purchasing self-published memoirs. I am really excited and inspired by her article and will try to get approval to get Jerry McGill’s Dear Marcus: Speaking to the Man Who Shot Me into our large, suburban high school library. Thank you for publishing diverse articles.

Lori McGreal
Hoffman Estates High School, IL

Seeing is believing

Oh, my, talk about a reality check! More sobering than the arrival of my Medicare card! This retired librarian could barely read the graphics accompanying Travis Jonker’s otherwise excellent article, “Travis’s Excellent Adventure” (Sept. 2012, pp. 28-33) about how he rolled out an ereader lending program in his school library. Page 29, with good dark printing, is fine, but pages 31–32 with low contrast between the white background and the small, thin, pale pastel lettering, often over-layered by a variety of other pale colors, turned into an exercise in decoding. I’m not asking for large print, but for the same kind of clarity librarians strive for in their own flyers and brochures.

Elizabeth Overmyer
Berkeley, CA

Save Dewey

“Are Dewey’s Days Numbered” (Oct. 2012, pp. 24–28) still haunts me. Abandoning Dewey, who helped establish the American Library Association and promoted library standards is against everything you were supposed to learn in your Foundations of Librarianship class for your MLS degree. Raising children to learn this Metis-style classification system is completely irresponsible and dangerous. How can you consciously teach children not to use the Dewey system when 200,000 libraries in 138 countries use it? You are raising an incompetent generation who won’t even know the difference between fiction (or red) and non-fiction (or blue), and will be discouraged from using their public library.

What happens when a child has read all the books about “Machines” but wants more similar books? How will you get another book in his hand that is clearly marked with an “Adventure” sticker? What happens to readers when they become adults and want a thriller? How will they find one in the endless stacks in the fiction section without being overwhelmed and frustrated?

Teaching library science and information skills is hard work and it takes time for children to learn and retain the information. Spending six weeks reclassifying your library’s collection would have been better spent in professional development training. For this reason, it’s not a surprise that media specialists are the first on the budget chopping block.

Lisa Shaia
Children’s Services
Oliver Wolcott Library
Litchfield, CT

I love the creativity displayed by the librarians. Certainly we all re-catalog books to better fit into our school collections, label and highlight sections to make them more visible. But how do we transition our young students to use the public library if every school has its own system? How do we teach them to look at a call number on a book in the school library and use that number to find additional books on the same subject.

Karen Leon, Librarian
Roslyn High School
Roslyn Heights, NY

Don’t tell my students that Dewey’s days are numbered. I’m a children’s librarian who has worked in elementary schools for the last 11 years. When I worked in Ohio as a public librarian, the students were at ease with the library because they had learned about the Dewey classification system in school. In Michigan, the students are frustrated because Dewey is not taught in their schools. Students who have trouble using the library don’t want to return.

My fourth and fifth graders in Michigan wonder how students in schools that don’t use the Dewey system will know how to use the public library. I start teaching Dewey to students in the second grade and tell the children that if they learn it they will be able to use any public library in the country. I can’t tell you how many of my students come back to school to tell me how easy it is to find books in the public library. I explain to my students that librarians divide the whole world into ten very big ideas and many subjects can be found within each of them. They understand it—but I do label the shelves as reinforcement. If you want life-long library users, material in school and public libraries must be arranged in the same way.

Anni LaPrise, Librarian
New Boston, MI

We also need books that provide rhythm and rhyme in Spanish for our youngest learners, like [...]]]> Thanks SLJ for providing Tim Wadham’s new bimonthly Spanish column, “Libro por libro.” I’d love to see how we can encourage each other in our bilingual programming and also give publishers ideas for themes and stories we want to see. I’d love to find Bolivian, Colombian, and Peruvian folktales for children. I haven’t found anything published in either language for children.

We also need books that provide rhythm and rhyme in Spanish for our youngest learners, like Denise Fleming’s Mama Cat, Beetle Bop or Linda Sue Park’s Bee Bim Bop. These are great examples of rhythm and rhyme, but of course I’m not expecting translations to work. No, I’m asking authors and publishers for authentic rhythm and rhyme. Maybe Jorge Argueta could take his poetry like “sopa de frijoles” and make a picture book out of it. Hmm, makes me hungry!

Desiree Fairooz
Youth Services Librarian
Columbia Pike Branch
Arlington (VA) Public Library

I am thrilled to see this new approach for Spanish/bilingual literature in your new Spanish column. I wonder if you could broaden the focus to include titles for high school English students who typically begin their first Spanish class in ninth grade. What materials can we provide to these new learners, who are older and may not be interested in the easier books, even though that is the level they can read? Is there material for this group? Thanks for always being a step ahead.

Jane H. LeBlanc

Wilmington District 209U, IL

Tim Wadham’s Spanish column is just what I have been longing for! Please know that you are providing such an important service to librarians and teachers who want the best of the best for their students! I look forward to following your column!

Shari Shaw
Library Media Specialist
Riley Elementary
Livonia, MI

A look at our Constitution

As editor and contributor to Our Constitution Rocks by 14-year-old Juliette Turner, I wanted to let you know the final copy of the book addresses the concerns brought up in your review (Oct. 2012, p. 60). Most importantly, we had several constitutional scholars go through, line by line, and check and correct all facts. We removed all comments based on opinion and not fact. Our goal was to create a non-partisan look at the Constitution, its creation, and how it continues to govern our country today—in a way kids could understand. We wanted to make sure not to attach a political agenda, but instead make the Constitution relevant to everyone.

The mention of President Obama and his refusal to back the Defense of Marriage Act was removed, but many specific examples of past presidents and political figures were referenced throughout, nonjudgmentally. The “What has it done for me lately” section was meant to link current events with related clauses in the Constitution. We wanted to get kids thinking about how certain actions (taken by government officials) might compare to the original intent of our Founding Fathers when they created specific clauses, and show how the Constitution still governs today. In addition to President Obama’s “Twitter Town Hall,” we mention how President George W. Bush exercised his right to veto 12 times, the clause that enabled Representative Gabrielle Giffords to step down from her office, and many more.

Though constitutional scholars helped with the original content, unfortunately, because of the time frame, we were not able to have these same scholars go through line by line before the galley was produced. I believe Our Constitution Rocks has a place in classrooms and libraries for many years to come. My hope is the book will speak for itself.

Kim Childress
Acquisitions Editor
Zonderkidz

Kill Dewey?

Thanks for Christopher Harris’s article, “Summer Project: Kill Dewey” (August 2012, p. 14). I have been gearing up to tackle reordering our own elementary animal books. It’s great to know I’m not alone, both in taking the project on and in running into many challenges along the way! The online link to Harris and Miller’s complete classification system was especially helpful for comparing arrangements I’ve been considering.

Robyn L. Case

Library/Media Specialist
The Miami Valley School
Dayton, OH

Dewey is a system of subjects, so when students are taught how a library is organized, they will quickly see that all the books about a [...]]]> I am writing in regard to Christopher Harris’s recent article, “Summer Project: Kill Dewey” (Aug. 2012). I’m all for making a school library more user-friendly, but why recreate the wheel? A few colorful shelf labels and directional signs would have saved him and Kristie Miller a lot of time and trouble.

Dewey is a system of subjects, so when students are taught how a library is organized, they will quickly see that all the books about a like subject are shelved together. If they can’t find the exact book on mythology they are looking for, a quick scan of the Dewey organized shelf of mythology books will provide many alternatives. Splitting mythology and other subjects up and putting them into fiction now puts like materials across many shelves, making it much harder to find similar subject matter (assuming they are now filed by the author). I’m sure that every person shelving books in an elementary school library puts all the dinosaur books together rather than filing them in strict Dewey order—same for sharks, cars, trucks, etc. For insects and wild animals it makes sense to file these single subject titles alphabetically but within their Dewey order.

I think teaching children that once they learn how to use a library they can go to any library anywhere in the world and find what they want is more empowering than breaking up a system that works!

Cathy Bonnell
Former Elementary School Librarian
Phoenix, AZ

Want kids to read?

Jonathan Kozol’s feature article, “The Other America: Giving Our Poorest Children the Same Opportunities as Our Richest” (August 2012), made my entire summer! Leave it to the eloquent Kozol to broadcast what we librarians have been saying forever. Want kids to read? Give them great books, a fabulous librarian (yep–you!), and a budget to make their libraries into palaces of literature. Reading lamps, even. Hey, we library folk decorate like crazy, usually with gorgeous books on display everywhere and puppets, toys, and bibelots (slightly used, sometimes cracked, but always eye-catching) on every shelf. As my librarian mom used to say, “We’re doing the best we can.” And how many of you have spent a mini fortune on stuff for your libraries this year? Most of you, I’m betting.

Reading about Baltimore’s $5 million for school libraries and now Kozol’s love poem to librarians everywhere, my library gloom has dispersed (at least until the euphoria lifts and another 100 librarians get summarily canned somewhere). From Kozol’s lips to every administrator’s brain. Send a copy of this to every principal, superintendent, and school board member today!

Judy Freeman
Children’s Literature Consultant
Highland Park, NJ

Review power!

It’s felt like Christmas all July, and it’s truly thanks to School Library Journal. Your review of my new CD, Princess Revolution! (July 2012), made such an impact on librarians, that Midwest Book and Tape has been ordering hundreds of copies each week. And it has been the #8 best-selling CD this month on CDBaby. Your review also rekindled interest from librarians in my debut CD, Moey’s Music Party. I was thrilled when SLJ gave my 2011 fairytale CD/DVD set, Happily Ever Moey! A Fairy Tale Lark in Central Park, a starred review. No other publication makes such a direct impact on CD sales.

Thank you for your thoughtful reviews and for being such a terrific advocate for all independent children’s songwriters, videographers, illustrators, and writers.

Melissa Levis
Moey’s Music Party

Rankings

It was very reassuring to read Rebecca Miller’s editorial, “First, Last, in the Middle: The perils of one-dimensional rankings” (July 2012).  I’m entering my second year as a school library media specialist and I had read the Forbes article which ranked our degrees so negatively. It scared me. It took me ten thoughtful years to decide on the library profession and, being a homeowner and a mother, I had wondered if I’d made the wrong decision for my family’s financial future. However, we too often forget to think of our happiness when we choose a career. It’s so much more important than people want to admit. Being a librarian feeds my family AND my soul. Thanks for the research-backed reminder.

Carina Gonzalez
Library Media Specialist
Lawrence, NJ

What really happened was a [...]]]> I believe that Lauren Barack, the author of “Proposed ‘Digital Literacy Corps’ Will Not Usurp School Librarians’ Role, Explains FCC,” a story that appeared on SLJ’s Digital Shift (June 12, 2012), used a poor choice of words when she said that “representatives of the American Library Association (ALA) reached out to some bloggers to help clarify the role the ALA has had with the FCC over the proposal to help quell concerns.”

What really happened was a conference call with a couple of invited bloggers to discuss the House Oversight and Government Reform Committee (OGR), the Office for Information Technology Policy (OITP), and ALA’s comprehensive strategic plan related to advocacy around the National Broadband Plan (NBP)—and how school librarians were specifically being served by ALA’s actions.

Some people misinterpreted Lauren Barack’s article, and why wouldn’t they? The words “quell concerns” imply that ALA was attempting to stifle debate. I would like all ALA members to remember that The Digital Shift is not an ALA publication, and Ms. Barack is a trade news reporter. The actions that ALA, OGR, OITP are taking around the NBP are specifically designed to help preserve E-Rate funding. E-Rate is absolutely essential to the future health and vitality of school librarians. Diverting funds from E-Rate to fund a Digital Literacy Corps is ALA’s primary concern. (Ann Dutton Ewbank is a member of the ALA School Library Task Force. The opinions expressed here are her own and do not represent ALA or the Task Force.)

Ann Dutton Ewbank, Ph.D.
Assistant Division DirectorMary Lou Fulton Teachers College
Arizona State University

Watch your language 

I just read Ed Spicer’s interview with John Corey Whaley, “Flying High” (May 2012, p. 30). Both Whaley and his book, When Things Come Back, sound intriguing and certainly worthy of the focus of the article. I was, however, bothered by the use of the term “douche bag” in the first question of the interview. I understand the phrase refers to unsavory people, those who act with no regard for others, someone I might categorize as a low-life or jerk. I further understand that the phrase, however vulgar, is commonly used in our culture. However, it demeans women and is personally offensive, and I was shocked to find it in print in School Library Journal. There are many other terms that could have been used in the question and I ask you to consider choosing words more carefully for future SLJ articles.

Nancy L. Ausdahl
Application Analyst
Washington Elementary SD
Glendale, AZ

The Author Replies:

It never occurred to me that the term used in the context of this article would be considered demeaning to women. And I always try to be sensitive with my word choice. If you read the book, you will see that it was chosen specifically to match the “ass-hat” tone of the main character, Cullen. That said, it is never my intention to insult anyone of any gender and I am sorry that this word had that effect on you. The reminder to be careful using words is always worth heeding. Although you do not appreciate this word, I can assure you that it was chosen with care.

Ed Spicer
North Ward Elementary School
Allegan, MI

Children’s wellness series

This letter is to flush out essential components of the Home Edition of the Healthier Happier Life Skills series that were either omitted or inaccurately covered in School Library Journal’s review (June 2012, p. 51). Endorsed by KIDS FIRST! Coalition for Quality Media for Children, the correct DVD titles and corresponding ISBNs are: Health: Fun Time Relax Time (ISBN 978-0-962435-4-4), Happiness: The Best Things in Life Are Free (ISBN 978-0-962435-5-5), and Relationships: Love Songs for Our Children (ISBN 978-0-962435-6-8).

This holistic wellness series for young children (ages 3-8) utilizes a radio-show Q&A format to introduce strategies for physical, emotional, and social well-being. Healthy habits, building a strong body, handling stress, self-esteem, communication, and kindness are just some of the many life skills explored. The educational Q&A format with a cast of kids, songs, and activities are animated.

Each DVD includes downloadable home projects for families to share, such as “Stress Busters” and “A Good Deed.” Sing-along and quiet listening songs, previously performed for live student audiences, were selected for their message and strong melody, and are hits from American family musical theatre and contemporary tunes (e.g. “I Got the Sun in the Morning,” for a lesson on gratitude; “Grandma’s Feather Bed,” for a lesson on the importance of family). Closed captioning and karaoke-style song lyrics are displayed to enhance language arts skills and support struggling students.

The original soundtrack for the series, The Best of Broadway and Beyond: Health Series, received The National Parenting Center Seal of Approval, various awards, and an enthusiastic review in School Library Journal (June 2009. p. 62). The new DVD release animates the original soundtrack, adds fun family projects, and is very well received by children and parents.

Pennie Sempell
Director
Pennie Sempell & Company

Mammal vs. fish

Just wanted to let you know that in the Listen In column, “Catch a Wave: Get kids listening and beat the summer wipeout” (June 2012, p. 47), the Standard listed for Shark Wars is incorrect. The standard states that “Students will list the characteristics of ocean dwelling mammals, i.e. specific species of shark.”

Sharks are not mammals, they are fish. If students listed shark characterstics, they would not have correct information about mammals. These audio books look like they would be great for reluctant readers—thanks for the column.

Annette Felix
Teacher-Librarian
Tucson, AZ

The Author Replies:

I’m so embarrassed for the obvious slip. Here’s the life science learning standard that should have been listed: Students will investigate and understand interactions among populations in a biological community, including the relationship between predators and prey.

Sharon Grover
Head of Youth Services
Hedberg Public Library
Janesville, WI

I just read Rebecca Miller’s editorial, “We Need Tag-Team Librarianship” (May 2012, p. 11), regarding collaboration between public and school libraries. It made me very excited to see a cover story [...]]]> I am the Project Coordinator for Limitless Libraries, the partnership program between the Nashville Public Library (NPL) and Metro Nashville Public Schools. Limitless Libraries provides collection development assistance to school libraries to meet curriculum needs, and also provides daily delivery of NPL materials to the schools.

I just read Rebecca Miller’s editorial, “We Need Tag-Team Librarianship” (May 2012, p. 11), regarding collaboration between public and school libraries. It made me very excited to see a cover story dedicated to a partnership that makes sense. With Limitless Libraries finishing its third year, we are continuing to flourish and have really seen the benefits of the program. I have had the privilege to experience the program from both sides, first as a high school librarian and then as the project coordinator of the program. The program and Nashville Public Library provided materials and opportunities I wouldn’t have been able to budget for my students.

Through the program this school year, we saw increased school circulation at 45 of the 54 schools we currently serve and NPL delivered over 96,000 materials to schools this past school year. We have over 25,000 registered Limitless Libraries users and 15,000 of those are first time NPL card holders. The program showed all parties that this can be the perfect partnership. Together we all have the same goal of providing students and educators access to the best material possible. Working so closely with the school librarians has been an amazing experience to further collaboration and programming to reach young adults in Nashville.

I hope school and public libraries took a very close look at your article to begin the discussions in their cities because it can work! Nashville has experienced amazing results and we look forward to expanding our partnership next year to include elementary schools.

Stephanie Ham
Project Coordinator
Limitless Libraries
Nashville Public Library, TN

As a public library administrator, I read with no small amount of incredulity the ideas espoused in Rebecca Miller’s editorial, “We Need Tag-Team Librarianship” (May 2012, p. 11). Collaborate with public schools? She has to be kidding.

Our experience in “collaboration” with the local school district has been a complete failure…a failure on the part of the school district to respond to any and all initiatives on our part. We have tried to engage the school district in library programming to benefit students, in outreach advertising our collection, and in sending our youth services librarians to the schools. Both school administrators and students have ignored our efforts.

Why has this happened? Two reasons. First, the school district is flush with money. They are constructing new buildings and hiring new teachers. Second, school administrators have embraced the scourge afflicting the whole library profession which is technology. Give students a laptop and they can access textbooks, ebooks, and databases in the comfort of their homes. Who needs a library? The school district has done away with professional librarians in the schools and rumor has it that they are going to do away with the high school library all together.

Our public library is withering on the vine financially. The whole state is in trouble financially and state public library funding has gone the way of the dodo. Yet this editor would have us coordinate book purchases that support curriculum and deliver books to students in the schools? What planet did she fall off of yesterday?

In view of the school district’s intransigence towards our efforts to “collaborate,” it will be a cold day in Hell before we reach out to a school district that is not interested in “Tag-Team Librarianship.”

Name Withheld by Request

CORRECTIONS:

The editors regret that the bibliographic data accompanying the review of The Healthier Happier Life Skills series (June 2012, p. 51) referred to the classroom edition instead of the home edition actually reviewed. The home edition consists of 3 DVDs priced at $19.95 each, and does not include the 100-page teacher’s guide embedded in the DVD of the classroom edition. Hence, the teacher’s guide was not evaluated.

In the video clip of Jeff Hasting’s review of Ebook toolkit: Mackin VIA (http://www.thedigitalshift.com/2012/06/ebooks/ebook-toolkitmackin-via) in SLJ’s The Digital Shift, the product’s name was pronounced incorrectly. Mackin “VEE-ah” is the proper pronunciation, and not “VYE-ah” as spoken in the clip.

The review of Jason Myers’s Run the Game (S & S, 2012), published in SLJ’s June 2012 issue (p. 131) was inadvertently attributed to the wrong reviewer. The book was reviewed by Kimberly Castle-Alberts, Hudson Library & Historical Society, OH.