About ruth

Author, teacher, librarian and tree-climber, though not all at the same time.

Pocket Poems

April is Poetry Month! Ironically enough, it is also Mathematics Awareness month and while I gravitate towards poetry I flee from mathematics. If I landed in Norton Juster’s “The Phantom Tollbooth,” I would undoubtedly side with the denizens of Dictionopolis and not the inhabitants of Digitopolis. I am probably not being fair, since poetry celebrates math in its rhythm and meter, but for me, anyways, April is Poetry Month.

Like many libraries around the world, we are using a “Poem in Your Pocket” theme to generate interest for poetry of all types. In the junior library, the bulletin board posts a challenge to young readers… read the “Pocket Poem” and find the book that contains the poem and indicate the page number. All entries will be put into a drawing at the end of the month for a prizes. (I usually give away books.)

The beautiful pockets were made by our head librarian who is an accomplished seamstress. We selected some of the poems to match the material pattern of the pockets. The pattern that included buses and crossroads and maps ended up holding Robert Frost’s “Road Less Traveled” in the junior library and “Travel” by Edna St. Vincent Millay in the high school library. A pocket whose patterns is populated with owls holds “The Owl and the Pussycat” and Joyce Sidman’s “Dark Emperor.”

We have collected poem suggestions and even original poems from school staff members. All library patrons are encouraged to “pick a pocket” and take one of the many poems home with them.

As patrons pocket our poems, we will add new ones. Here in Tokyo, as the sakura petals pile in drifts on the ground, it does seem very appropriate for April to be Poetry Month.

It’s hard not to stop and stare at the spectacle of falling pink snow. Perhaps that is why April is also officially “Distracted Driving Awareness Month.”

Making the Second Grade Buzz

Credit: leemt2 (FlickR Creative Commons)

Self-published authors of children’s books tend to agonize over how to create a buzz around their work.

M. Knoop; Natl. Trust for Scotland

We try everything: Facebook, email, blogs, discussion boards, reader and writer organizations, library lists, book reviewers… all in the efforts to get some grown-ups to notice our books, buy our books and give our creation some validity in the mature world of children’s publishing.

Well, I may not even be a blip on the radar of the publishing world yet, but by golly I sure made a bunch of our second graders buzz. Here is a link to a class blog that our second grade teacher kindly posted: Making It Educational; Princess Ramona.

The student reactions posted in the classroom blog are priceless:

YeJin – I liked when after Princess Ramona said, “You hurt my friend’s owie,” because it was funny. The dragon was crying like a 4 year old.

Nykolas – I liked the part when the knight came through the forest and the animals were ready to attack him. I liked the part when the king was in his seat and the animals were next to him and the dragon behind him and he didn’t know it. It is about helping each other.

Devika – I liked the part when Ramona set free the animals from the cage. It reminded me of Noah’s ark. It is a good book because it has funny and interesting things in it.

Reading directly to the students and seeing their reactions and hearing what they are noticing and learning from the story make all of those hours of writing and rewriting and polishing and programming completely worth it.

When all is said and done, a writer of literature is not producing for the reviewers or publishers, we are producing our craft for the children. A buzz from the tiniest of bees is always sweeter than the sweetest honey to the soul.

Ripples in the Blogosphere… or Self-Publishing Promotion

Imagine that you are lying in sunlit pool of still water, and you are dreaming. Your dreams are vivid, colorful and profound; but you are the sole spectator and the sole participant. The pool remains still without a single ripple until you sit up and start to share your dream.

An author may write a masterpiece or at least a lovely poem of book that would be a delight to the eyes of many, but if no one knows of the creation, no one but the creator can enjoy it. So here is the frustration of many an independent author who has chosen the path of self-publishing.

 

The first step is, of course, to make sure that the dream in your soul is written and illustrated in the best and most excellent fashion. Too many self-published books are in dire need of editor and professional artist to rescue them from oblivion. In some cases, there is no earthly help for them and they should become the compost for stronger creations to follow.

If you do have a polished and carefully crafted piece of true literature, then your journey has only begun. The dream is over. It’s time to wake up and make some ripples in the blogosphere. Here are a few places to start:

1. Create a Webpage

  • This website may be dedicated to you as an author or an illustrator, or it may be created for one single literary endeavor; a book or a series of books, etc.
  • Your webpage should be simple, straightforward and well-designed. Keep in mind what it is you want the page to do… promote the book, author or series? become a gathering place for other creators? support educators with lesson plans relating to your book?
  • Update your webpage frequently to keep the content and interest fresh.

2. Create other promotional avenues

  • Consider creating a Facebook page or a Twitter account for the book. (twitter hashtags listed below)
  • Post jacket cover photos on the internet by way of TinyPics. (http://tinypic.com/index.php)
  • Become an active poster and sharer on Pinterest, LinkedIn, GoodReads or other social networking sites.

3. Get the word out!

  • Find relevant bloggers that may agree to review your book or mention it in a post. (Possible iBook kid lit reviewers listed below.)
  • Find legitimate book reviewers specific to your genre and intended audience. (These are few and far between for electronic illustrated children’s books.)
  • Try to get some airtime on GoodReads (but if you’re new, your title may not even show up in the search box)
  • Create your own blog posts and review site. (Yes, that’s what I’m doing now)
Keep splashing. Your first attempts to create waves may fall flat. Established publishers do not necessarily want you to succeed. You will have to be persistent and patient. Remember, ripples and waves create more ripples and waves. You never know how far your message will travel. I was recently surprised to find that folks from India, Iran, Indonesia and Italy were clicking on links to my book… and yes, there were some other countries that didn’t start with the letter “I” in there as well.
Good luck to all of you independent, aspiring authors and may all of your ripples be productive.
Lists:
Relevant Twitter Hashtags for Children’s Literature:

#ebooks, #ibooks, #kidlit (children’s literature), #tlchat (teacher-librarians)

#bookapps (book-like apps for iPad, Android, etc.), #childrensbooks, #dads, #moms

#ece (early childhood education), #edapp (educational app), #ePrdctn (electronic production or book designers)

#kidlitchat, #kidlitPRchat (marketing children’s books), #kids, #kidsbooks

#library, #librarians, #litchat, #literacy

#pblit (picture book literature), #pblitchat (picture book literature chat), #picturebooks

#publishing, #SCBWI (Society of Children’s Book Writers and Illustrators)

#selfpublishing

Sampling of Kid Lit Reviewers or Bloggers Who May Accept eBooks:

A Monster Calls; Book Review

A Monster CallsA Monster Calls by Patrick Ness

My rating: 5 of 5 stars

This book will rend your heart and then heal it.

If you have ever had to watch helplessly as someone you love is slowly taken away from you by a long-term sickness or health issue, then this book will resonate deeply with you. It is not a difficult read and can be finished in a day or two, but the message is deep. How do you forgive yourself when you simply want to let go… when you have hung onto the hope of recovery for so long that it has exhausted the last morsel of strength from your soul and you have to admit that you are ready to move on to the last chapter.

This book speaks to the exhaustion of caregivers, their resilience and pain, and the stages of grief that they begin to endure even before the one that they love has passed away.

Note: The illustrated version is excellent with evocative, expressive drawings throughout.

View all my reviews

The History of Books, Libraries, and Getting Kids to Write

My final project for the COETAIL course in which I am currently enrolled consists of supporting a group of 4th graders as we attempt to create a digital book on the expansive topic of… The History of Books and Libraries. I work at an international school as the elementary division librarian, and the project began as a frustrated attempt to find readable and understandable material on the subject for my 3rd grade class as part of the library curriculum. I had one decent picture book to start with and had developed the curriculum from that point. After searching online for more kid-friendly information, I finally came to the conclusion that we would somehow have to create our own material. And that is why last year’s 3rd graders are now creating material that will be used by this year’s 3rd graders.

From an authentic need and an authentic audience comes an authentic use of technology.  The SAMR model helps to identify and analyze the uses of technology to determine whether technology is being used for its own sake or for accomplishing something original that technology finally makes possible.

Although academic instruction can be enhanced by the use of technology, the transformative use is the most valuable in pedagogy. The task which the 4th graders at our school are now tackling would not be possible without the use of technology.

Each student was given a subject within the span of the “History of Books and Libraries.” They were given a folder which contained a copy of one relevant page of a book on their subject  along with a few other resources. They began to work on the “who, when, where, what, why and how” or their topic and were shown how to search for additional information on the web relating to their topic.

Some of their sources were over their heads and a teacher or helper had to sit next to the student translating into age-appropriate vocabulary what their source material was trying to communicate. Then the student would write down what they understood from the material. A few students were tempted to copy the source material word-for-word into their own document, but were quickly found out when they could not explain the vocabulary words that they had typed. The content was explained and they rewrote their page in their own words. This was essential since students who were at their grade level or lower would be the audience for this book.

As the students researched more deeply and wrote in greater detail about their topic, they became more confident in their abilities. Merely learning that your first draft is rarely your best draft was worth the process as students self-edited, peer-edited and received many successive corrections back from the teachers. It was amazing to see how well the students persisted in their editing. They knew that it had to be polished and presentable as it would be published in the final book. They also understood that the content was more important than the form. They were not given the option of choosing their own font as this tends to sidetrack many for hours. They were not even given the option of finding graphics or illustrations for their page until their final text had been approved.

Students who finished editing the text of their page more quickly than others, were challenged to take their research and creation to the next level. Some wrote emails to experts on their subjects and some created models or paintings or pictures that would enhance their page in the book. A few are even creating movies to embed into their page.

One of the drawbacks of using iBooks Author was that the software is not designed to accommodate many creators or contributors at the same time. One person needs to compile the data; it is not a multi-user, magazine or newspaper publishing type of tool where copy editors and writers can all submit material in real time to a work in progress. Actually, my husband works for a company called Woodwing that sells just such a tool. It works very well and is used by Time magazine and other large companies. It has recently been adopted by the Pulitzer Prize-winning Mainichi Newspaper in Japan who used it first with their image-rich publication, Tap-i, which incorporates interactivity and embedded video into their weekly digital news magazine.

But for our purposes, the tech tools that we have chosen have served us well. We did run into some problems as the students attempted to drop their pages into my teacher Drop Box folder which has “Write-Only” capabilities and the folder did not show up. The tech department is fixing the link so that the next attempt will be successful. Students in 4th grade do not have their own email accounts so for some purposes, we had to use memory sticks to transfer data. The students could not access their student folders from home and so some could not work on their content at home. Many did not have Apple computers at home, so they had difficulty transferring some of the files. We are working around these issues, however, and the students are getting closer and closer to being ready to publish.

If this project is successful, we may make this publishing unit a regular fixture in the 4th grade curriculum. It gives the students a jump on the research and writing skills that they will need to tackle the more in-depth Independent Study Project, or ISP, that they all must deal with in 5th grade. As it is, they are getting lots of practice in editing, online research, proper image attribution and digital publishing. Many students will be embedding links into their pages that will take readers to museums, universities and other sites where further studies can undertaken. The students can’t wait to see where in the world their book may be downloaded.

 

Convolutions of Connections

 

The connections that technology can weave are simply mind-boggling. On a personal scale, I can find old friends whom I have not contacted in years. On a global scale, I can discover new friends that bring fresh perspectives on the world. Facebook, LinkedIn, Twitter, email, online discussion groups (like SCBWI), online communities (like DeviantArt), all bring a network of individuals with common interests within reach.

This is all a bit daunting and challenging to a true introvert. I must admit that I was a bit put off by all this connectivity at first, but I can see the value in it. As certain political situations worldwide can demonstrate, it is neither wise nor healthy to live in a bubble of isolation. Connections with a variety of contacts keep us honest, humble and human. (Democrats and Republicans… are you listening? China, with your “Great Firewall,” are you listening?)

So, connections are good, but they can also be convoluted and confusing. While it may be prudent to sort your connections carefully into personal, hobby, business and political categories, the lines invariably cross. We find valuable connections where we least expect them to be. I found the illustrator for my children’s book on Deviant Art. I have discovered famous authors who have connected with me on LinkedIn. By way of my Kidsermons website, have been contacted by a pastor in Norway who translated my content and included it in a children’s sermon book, called Annerledeskongen, which has been distributed to many of the churches in Norway.

And although my blog is rarely read by anyone who does not know me, every once in a while, I realize that even this is a connection that can turn up in places where I would least expect it. I recently came across a link to my “View from the Trees” blog by a person in Sweden (who is a friend of my illustrator, Therese Larsson. I have included the blurb below for those of you who can speak Swedish:

Hi Ruth,
Stefan Zackrisson commented on a status that you’re tagged in.
Stefan wrote: “Eftersom mina google-skills är a+ ,http://ruth.ingulsrud.net/blog/2012/10/13/distractions-or-enhancements-the-interactive-question/ , Verkar helt klart intressant Therese Larsson :)”

In relating all of this to teaching… we are undoubtedly instructing our students on the importance of making good connections; not just in academic instruction (text-to-self, etc.) but in personal relationships. We are teaching them to be interested and connected to the world around them, and if we build into our curriculum, the chance to make authentic and valuable connections, we equip them for dealing with the complex interconnected world that they are growing into.

Just as we tend to straighten up and project our best image when we realize that we are being observed, students also straighten up and put their best effort forward when they realize that they have an authentic audience.

When I told the 4th grade students in our school that they would be publishing a digital book that could be downloaded by any student in the world, the intensity of focus was palpable. Most students have not even complained about the many drafts and corrections that they have had to make to their writing as they prepare to truly publish their work to the world. They know that their product, a book on the”History of Books and Libraries” will be used as part of the curriculum to teach the 3rd graders as our school, but they also realize that anyone around the world will be able to read this book as well. Connections are important.

We will be using iBooks Author to construct our book and the students are each writing a page on various topics related to the the history of books and libraries. Students are tackling subjects like, “Hieroglyphics,” “the Great Library of Alexandria,” “Pictograms,” “the Printing Press,” and even “Cave Paintings” as they attempt to show the progress of literacy and books throughout the history of man. It is a big undertaking, but I have been amazed at what the students have come up with. Some are even making connections beyond the classroom, emailing librarians at the Harvard Library system and at the oldest free public library in the United States, the Peterborough Library.

Through their research, the students are even creating connections to the past and beginning to understand history better. They are discussing ideas about what the world would be like if certain writing systems or inventions had never come to light. They are realizing the value of innovation, progress and record-keeping as they attempt to see the progression of a very big concept over time. Thinking and education should be about making connections; activating dendrites and synapses in the brain. It appears that through the challenge of research and creation, these students are certainly learning to think!

Hosting an Author

Last month, in September of 2012, I had the amazing honor of getting to host an internationally famous author, Sharon Draper, during her first-ever visit to Japan.

The catalyst for this opportunity came from the Sakura Medal Awards, which are organized by the librarians of international schools in Japan. It is one of the few literary awards in the world that is selected by young readers themselves. Students take great pride in the fact that they have the final say over who receives the Sakura medal in any given year.

I offered to send the 2011-2012 Sakura Medals to the winning picture book and chapter book authors, so that is how I ended up making contact with Sharon. Her book, Out of My Mind, was voted by the students as the best chapter book of the year. (Many seem to share the international students’ opinion, since this book has been on the New York Times Bestseller List for many weeks and has been translated into Russian and Chinese.) I sent her the congratulatory letter with its accompanying certificate, student artwork and burnished medallion, and she was very appreciative.

She mentioned that she was being sent to China in September as part of State-Department sponsored author tour representing the United States. Since she would be so close to Japan already, she wondered if she could squeeze in a quick trip to Tokyo to visit some of the students who had given her such a lovely medal. We quickly arranged a schedule and several of our international schools in Tokyo had the pleasure of getting to see Sharon present in her warm and personable, lively manner.

We were thrilled to host her and she was demonstrably thrilled with her time here in Japan. My husband and daughter and I got to show Sharon a bit of Tokyo on Sunday, her one full day of sightseeing. As soon as we started off in the morning, we were greeted with a mikoshi-carrying procession which had paused immediately in front of her hotel in Kichi-joji. It was a perfect day full of serendipitous experiences and our author seemed very happy to have had a taste of Tokyo. She even learned to use chopsticks for the first time, a skill that she later made use of in China.

We continue to stay in touch. I was very interested to hear about her experiences in China. One of the most touching meetings that she remembers was with a group of mothers who all had developmentally challenged children. Many of them had read Draper’s book, “Out of My Mind” and were dealing with the difficulties of raising a child with considerable challenges. They knew that they had an empathetic ear with Sharon and they poured out their hearts as they shared common struggles and griefs and hopes for their dear children. Sharon admitted that it was hard to know what to do or say in this situation. While technology and digital connections can often help, they are not the final answer or solution to all of the problems.

Out of My Mind

In Sharon’s book, Out of My Mind, the main character, Melody, who is confined (for the most part) to a wheelchair, is set free to communicate by means of an electronic talking machine, a table attached to the front of her wheelchair that can be manipulated to produce speech and phrases.

teachinglearnerswithmultipleneeds.blogspot.com

 

 

 

 

She is finally able to show the world the brilliant mind that has been tucked away and ignored by her peers for so long. Technology opens up a whole world of connections to her and keeps her from going “out of her mind” in the isolation of her disability. Our world is now so intricately connected, one would think that no one needs to live in isolation. We blog and twitter and ichat and Facebook and email and FaceTime until we are saturated with connectivity. There is a lot of good in our tech-connectivity.

Still, we can feel like we are trapped in a fish bowl if we don’t possess the ability to connect soul-to-soul with another individual. Teaching students (and ourselves) to communicate on deep and personal levels, is a skill that should never be neglected in our rush to adopt the latest-and-greatest methods of electronic communication. If it does not enhance true communication, it’s just that much more electronic static. We should all strive to author our intentions and our ideas with as much clarity and depth as is possible with our resources. An accomplished author can touch the world with important ideas, and Sharon Draper’s visit reminded me of this important truth.