In Our Store >>

Order the Reading Rockets Launching Young Readers PBS Series

• rss
• e-mail
• print
• share

Native American Heritage and a dearth of children’s books

This morning my son was asking me about a movie he saw ages ago called "Hook" (Sony, 1990). It's a Robin Williams film that involves an adult Peter Pan and Captain Hook.

As I was re-examining books on my shelf, I came across a stunning book with the same title but an all together different subject. Hook by Ed Young (Neal Porter/Roaring Brook) is about an abandoned egg that hatches into an eagle.

The chickens recognize this ugly little guy is meant for greater things, and so with the help of an Indian boy, is taken up to the top of a pueblo and gains his wings — and his rightful place in the natural order of things.

Stunning illustrations appear to be pastels and echo images of the West and a people that once lived there. But it's the soaring eagle that that stayed with me. The story is a little like an ugly duckling story, Western style.

And that reminded me the November is Native American Heritage Month — a time to celebrate a living people and their rich heritage. There are terrific resources on Reading Rockets and its sister site, Colorín Colorado as well as from the U.S. government.

But I'd like to see more books by Native people written and available — they are severely underrepresented in books for children and young adults — but I'm flummoxed as to how to encourage it.

Any ideas would be most appreciated.

Why not use graphic novels with younger children?

I recently read an article describing how two library clerks would not allow an 11 year old to check out a graphic novel. They lost their jobs over it — it was a violation of library policy plus they clearly exceeded their authority — although they likely did so with the best intentions.

It brings up a much broader question; that is, why is the graphic form so popular with children of all ages?

Maybe because it allows readers to find narrative — of fact and fiction — in a form that uses print and image. (A website from the UK includes picture books as well as novels in building literacy.)

And there are lots of graphic novels created especially for young children. Some are originals, while others are re-dos of traditional novels.

Newbery honor winner Jennifer Holm and her brother, Matthew Holm, have created a series of graphic novels about Baby Mouse (Random), a sassy young rodent with very human characteristics. Readers (and in my experience boys and girls) as young as 6 enjoy following Baby Mouse's exploits.

Younger children, say ages 3-6, can easily relate to another mouse in Little Mouse Gets Ready (Raw Jr./Toon) as he dresses, in this deceptively simple and thoroughly engaging book.

(The creators of Toon Books have demonstrated that this format can fuse perfectly with what we think of as "easy readers" — books that newly independent readers can actually decode by themselves, enlivening an already lively subset of picture books.)

The Adventures of Polo (Roaring Brook), begins a series of adventures had by a small dog. The books appear to be traditional picture books but with characteristics of a graphic novel. A series of framed panels conveys the action and creates characterization — only without words.

And because the form seems to be increasingly popular, even old books like the Boxcar Children — first published in the 1940s as traditional novels — are popping up as graphic novels (Whitman).

Visit the library or bookstore and take a look at the wealth of graphic novels. Like all books, some are better than others; some are very appropriate for children to read independently or shared with an adult or in small groups.

Slightly spooky books are fun now — and later

I'm the kind of adult who does not (emphasize not) like scary movies. I stopped reading scary books after I read a Stephen King novel that gave me nightmares.

So if you like the type of books that give you major creeps, then don't bother reading any more. But if you're up for not-too-creepy books to share with the children in your lives, you may find an idea or so here.

The Amelia Bedelia of the poultry world, the little white hen is back for an autumn tale. Here, Minerva Louise interprets the fall celebrations with her own literal spin in Minerva Louise on Halloween (Dutton). Loveable but not very bright Minerva always allows young children to stay one step ahead.

When a big bad Bullybug comes from outer space to terrorize "itty-bitty baby bugs," well, let's just leave it that something larger — maybe child-sized — saves the day (and the smaller bugs). Bye-Bye, Big Bad Bullybug! (Little Brown) cleverly uses page cut-outs to build the Bullybug — then get rid of it.

When the "wind whispers winter" it becomes time to decide what to be on that special night at the end of October. And Then Comes Halloween (Candlewick) culminates the change of season with costume preparation and candy collecting on that night. Poetic language builds excitement as the day grows closer.

Remember the old folksong, "Over in the Meadow?" It's been Halloween-ized in a recent book, Over in the Hollow (Chronicle). In this version, there are skeletons that boogie, ghosts that boo and more — all rhythmically and playfully depicted.

And finally for slightly older readers (those learning to read independently), there's The History of Vampires and Other Real Blood Drinkers (Grosset & Dunlap). Each short chapter is liberally and comically illustrated and attempts to differentiate fact from fiction.

So, there you have it: not-very-scary books especially appropriate for this time of year — but good enough to continue sharing.

The gift of a thank you letter

I love children's writing. It can be fresh, fun, and unexpected. It can also be rare. E-mails just don't have the staying power of a pen (or pencil) and paper correspondence.

But recently I got a batch of thank you letters from a group of 4th graders at the grade school from which my son graduated. I had donated some new books to the school.

The librarians and teachers are always appreciative as their budget frequently doesn't allow them to purchase new materials.

The librarian at this school — a woman whose commitment and passion about books, reading, and children is positively contagious — suggested that a 4th grade class write a thank you note to the mom of a former student who had given the books to the school.

They were all simply wonderful. And it reminded me of the power of books and the statement that school libraries can make providing children with new and often refreshed books.

One boy wrote: "Thanks for all kinds of book entertainment you've given us. I love reading. If it weren't for you, I have to go to the public library which is very rough anyways. Thanks."

Another student, a girl, wrote THANKS in big, bold printing with a picture of a full book shelf — and told me her teacher is fun and that I "rock!" (I am thrilled that a 4th grader says a person rocks because of books!)

Another girl thought I asked me how it felt to be can actor (she must have heard about my son's budding acting career which started at this school); another boy asked for Diary of a Wimpy Kid while someone else requested a Guinness Book of extreme sports (I think he'll have to write it).

Yet another child hoped that I'd enjoy reading all of the thank you letters. (I still do!) Others hoped for a "playground full of books" or to meet me some day — just as I'd love to meet them — and celebrate our mutual love for books and reading.

Knowing what you see

A film critic's review of the film version of Where the Wild Things Are in today's Washington Post started me thinking. In it, the writer says clearly that the film adaptation of a picture book classic is not typical family film fare but that the film version "created a fully realized variation on its most highly charged themes."

How? By using the filmmakers' tools: real-life actors, costumes, sound, music, dialogue, and more — the general wizardry of movie making.

The idea of understanding what one sees, however, is critical. So crucial in fact, the American Academy of Pediatrics has suggested guidelines for parents about the use of media with children.

It seems to me that imbedded in the use of media is the broad notion of "visual literacy" — the ability to see, understand and interpret ideas and/or information conveyed through images. There are a great many sources available both off- and online.

But I'm not at all sure that adults pay much attention to what they see — I know I'm often oblivious. So how can we help children see and understand what they see in movies, on television, and the other images we're bombarded with everywhere?

One essential element is watching movies and TV together, adult and child/ren. Co-viewing is not a new idea at all, but it's one that should be taken to heart. It means not only respecting but investing time in what may interest a child.

I'm convinced that just as young children can effectively compare different versions of stories in books (I've done it with them), they can be guided to see visuals for what they are.

The depth of that comparison, of course, will depend on the age and sophistication of the individual child. But parents and teachers know the children with whom they live and work best. And why not use film adaptations — on television and in the movies — to start it all.

The payoff is that the movies they see and the books they read leads the way to their own storytelling and the ability to see beyond the most obvious.

A new Pooh or Pooh continued?

It's being released this month…a new adventure of Winnie the Pooh. You remember Pooh bear, I'm sure. He and his pals from the Hundred Acre Wood have been part of childhood since well, for the past 80 years. A.A. Milne, the author of Pooh (and more) died in 1956.

And now, the Milne trust has entrusted Pooh to another writer.

Before I launch into a diatribe, I have to admit that I have not yet read or even seen the book. I have listened to a small part of the introduction in the audio book that the publisher is releasing. It's read by Jim Dale — known not only for his acting but for the extraordinary reading of all of the Harry Potter books. (I have to admit, too, that I could listen to this man read a telephone book.)

That said, I am not at all sure what to think about it.

What will happen to the characters and their characterization? I wonder if another author will subtly change what have become my characters — dour Eeyore, bouncy Tigger, and of course, Pooh (the so-called "classic" bear of little brain). How will another writer create a story with those characters without changing them for the time in which he works? Is it possible to revisit a classic and retain what made it so 80 years ago?

Sequels — particularly those written after the original creator is gone — well, in my opinion tend to be disappointing.

I may just read this book "with my ears" — Jim Dale is always worth the time.

An exquisite corpse?

Lots of people know the work of Jon Scieszka, Katherine Paterson, and illustrator Chris Van Dusen. But last weekend at the National Book Festival, a group of well known writers for children and young adults discussed their Exquisite Corpse.

It's not as bad as it sounds. This Corpse is actually based on an old game in which a story is written or picture drawn by multiple creators — each without having any control over the previous entry. It's similar to the old campfire game where people tell a story together one line at a time.

Anyway, Jon Scieszka and a host of well known authors and illustrators in a presentation moderated by NCBLA President, Mary Brigid Barrett, launched the first-ever (at least to my knowledge!) national Exquisite Corpse.

The Exquisite Corpse will involve a wide range of amazing authors and illustrators. You're bound to know many of the contributors!

Jon Scieszka read the first chapter from which other writers will develop their chapter. You can now read it online and see how it was illustrated at a special website hosted by the Library of Congress, www.read.gov.

Every two weeks a new chapter will be posted. And the first one is a hoot — with plenty for those who follow to chomp into.

And now kids from kindergarten to grade 12 can be inspired by the Equisite Corpse authors and illustrators to do their own writing — in a writing challenge called the Exquisite Prompt, hosted by Reading Rockets and Adlit.org.

This should be a lot of fun for readers and writers of all ages. So stayed tuned — and be sure to check out the ever evolving Exquisite Corpse Adventure at the Library of Congress website!