Judul : Group Health Cooperative Madison Wi
link : Group Health Cooperative Madison Wi
Group Health Cooperative Madison Wi
and welcome, everybody, to thegrowing wisconsin readers fall webinar series. today’s topic islooking closer at family literacy. i'm your host for today’s --i’m your host for today’s webinar, and my name istessa michaelson schmidt,
Group Health Cooperative Madison Wi, and i work as the public library use andspecial services consultant here at dpi. i’m also the coordinator of thegrowing wisconsin readers statewide early literacy initiative. for those of you who may be unfamiliarwith growing wisconsin readers,
is it a statewide initiative that isbased in wisconsin public libraries. and the aim ofgrowing wisconsin readers is to support caregivers of youngchildren, be they families, parents, or any kind of adult providing carefor young children, so that they have informationabout early literacy, which will better prepare childrenfor learning at school and beyond. for today’s topic related to early literacyas part of growing wisconsin readers, we’re going to be lookingat family literacy. and we are fortunate enough to havetwo authorities on literacy and literature
for young children and familieshere with us today. and what we’re going to be doing isthinking about and talking about how to better serve the young childrenand families in our communities, especially those who we might not seeor consider as regular library users. our first speaker iscathy compton-lilly, and she is at theuniversity of wisconsin-madison in the school of education,and she’s done a lot of work and research in the areaof family literacy. and so she’s going to be sharingsome information and some ideas
to help us think about things in a,perhaps, new or different way. our second presenter ismegan schliesman, who is a librarian at thecooperative children’s book center, also at theuniversity of wisconsin-madison, and also part ofthe school of education. and megan will be talking aboutsome ideas about ways that literature can be incorporated into the manyservices, programs, and collections that public libraries provide,and also looking specifically at some titles. so without further ado,i’m going to turn it over to cathy,
and then she’ll alsopass the torch to megan as we go on withtoday’s presentation. and again, as a reminder,feel free to put any questions or chats that come up in the chatin the lower left of the screen. so, cathy, now your turn.welcome. cathy compton-lilly:thank you. it’s my pleasureto talk with you all today. it’s always a nice opportunityto talk about something you really love, and literacy is somethingthat’s been very important to me.
before i came to the university,i started out as a teacher, and i taught for 18 years,mostly in first grade. so i spent a lot of timeteaching kids to read, and especially kids who came fromlots of different backgrounds. so i worked with kids from puerto rico,african-american children, hmong children. i’m really very interested in,how do we help all kids become excellentreaders and writers. so i know that, you know,these challenges that we face around diversity and making surethat our schools and our programs
are serving all kids, and that thematerials we’re using with them around literacy are accessibleand interesting to everybody, is something thatwe’re all working on. so as i think about family literacy,i want to think about families -- there’s rich spaces where there’samazing resources and knowledge and great ideasthat we can build on. so interestingly enough, i’m not goingto talk about just storybooks. megan’s going to talk to usa lot about storybooks today. but i’m going to start thinkingabout literacy and families.
and i want to think about itas more than storybook reading, more than teaching kidstheir alphabet letters, and more than helping kidscomplete their homework. so i want to think aboutsome of the literacy practices and ideas that are operatingin families already. and as tessa was telling us,these underserved families, families who are doingamazing things with literacy, but those practices are notalways acknowledged, those are the families that i want tothink about and talk to you about today.
so i’m going to draw ona body of work that we use quite a bit in education programswhen we think about diverse families. and it’s calledfunds of knowledge. funds of knowledgeis a theoretical construct for thinking aboutwhat families bring. and it was developed bygonzalez, moll, and amanti in arizona in theirwork with latino children. and their basic premiseis that people are competent. they have knowledge.they have life experiences.
and those experiencesgive them that knowledge. so no matter whatpeople’s backgrounds are, no matter what language they speakor what kinds of activities they have in the home, they haveknowledge, and they have understanding about things that can be helpfulin learning to read and write. so this term “funds of knowledgeâ€refers specifically to what we call historically accumulated,culturally developed bodies of knowledge and skills,which is quite a mouthful. but it’s the idea that familieshave been living together,
communicating with others,using literacy within the home and beyond -- sometimes at school,sometimes in informal settings -- and that they havebodies of knowledge and understanding. some of thesedeal directly with print and are the waysthey've used print in homes. it might be letter-writing.it might be keeping diaries. others might be oral storytellingor oral practices that people use. so i’m going to be touching onboth of those things as we gothrough together.
because what we want to do isto acknowledge that all families have these amazing resourcesthat we can build on and think about when we want to help themlearn the literacy skills that they're goingto be using in school. so our positionis that public schools sometimes ignorethese strategic cultural resources. so these funds of knowledgeare often there, but sometimes they're invisible because,when we work with children, and we work with families,sometimes we don't realize
all of the wonderful thingsthat they bring. on the surface, we might see thingsthat make us think that there's not really amazing practicesgoing on at home. but what we want to do iskeep our mind open and think about the thingsthat are there. so that’s what i’m going tobe focusing on today. and specifically, i want totalk about what i’m identifying as three compelling setsof literacy practices. so i’m going to be talking aboutjump-rope rhymes and clapping rhymes
and jingles and theme songs off oftelevision and some of the oral resources that children from lots ofdifferent backgrounds bring. then i’m going to switch over and talk alittle bit about environmental print. environmental printis words and text that surround childrenin all different parts of their lives. and finally, i wanted to end bytalking a little bit about folk tales and family stories,which merges very nicely into the conversationthat megan will have about books. okay, so let’s start withthese jump-rope rhymes.
and this -- what i know aboutjump-rope rhymes comes frommy own background. and i want to tell you a little storyabout when i was a young teacher. when i first started out teaching,for the first couple years of my teaching career,i taught in a suburban school. and in that suburban school,we started every year by workingwith a nursery rhyme. so we started with“mary had a little lamb†and “jack and jill went up the hillâ€and all of these amazing texts
that white middle-class childrenoften bring to classrooms. so what we would do with them is,we would take these rhymes that the kids already knew --so the kids would come in being ableto recite them. and we’d put themon pieces of paper. and we’d have them --that’s when it was ditto sheets -- so we’d put them on pieces of paper,and we had the kids point to the words as they werereading them. and since they were memorized,they could work on
what we callone-to-one correspondence. so as they're looking at a line of print,making sure that they could point to each wordas they were articulating that word. and knowing that printgoes left to right. and knowing where theword boundaries were, and that there’s spacesbetween words. because, as you know, when we talk,we don't put spaces between our words. if -- i -- did -- it -- would --drive you nuts, right? so it's only when we write text downthat we actually put those spaces in.
so developing these early conceptsabout print is really important. and it’s very useful to have textthat kids already know so that they can do the pointing,and they can do the matching, and they can do the left-to-right,and they can start finding words that they knowand developing this vocabulary. so it’s a way to engage kids with textbefore they're actually reading words. anyway. so when i was teachingin the suburban school, we’d start with thenursery rhymes every year.
the following year,i moved to an inner-city african-americancommunity school. and at that school,i went to the teacher next door, who was also a first-grade teacher,and i said, i’m going to startwith the nursery rhymes. and this teacher just looked at meand shook her head, rather sadly, and said, well,these kids don't know nursery rhymes, their parents don't teach them that,and da da da da da. so it was at this kind of deficit discourseabout all the things
the kids didn't know and how i couldn'tstart with the nursery rhymes, and how thatwasn't going to be helpful. so i started thinking about that,and i suspect the teacher was right, that many of the kidswould not know the nursery rhymes. but i also was thinking aboutwhat the kids did know, and what were some of the resourcesthat they might be able to access to actually do thesame kinds of activities as we were doing with the other kidswith nursery rhymes. so i took mylittle digital tape recorder next door
to the community centerthat was attached to my school. and i asked the little girlsplaying on the playground to show me their jump-rope rhymesand their clapping rhymes and to recite for me things off tvand sing jingles for me. and i found that these kidshad tons of rhymes. they had an amazinglyrich set of different rhymes and short texts and poemsthat they could recite and present. and of course, then, i could takethose jump-rope rhymes or those clapping rhymes and put thoseon the same sheets of paper
and establish the same kindsof literacy skills that i was doing with the suburban childrenwith the nursery rhymes. so what happened is,i ended up changing my plan. i had to find a different wayto do the same thing. and i think that was a really importantlesson for me as a teacher because, instead of thinking aboutwhat they didn't know, it forced me to think aboutwhat they do know. and that’s what we’re thinking aboutwhen we talk about funds of knowledge. so i want to take just a minuteand talk to you about some of these
nursery rhymes that we exploredand to show you some of them and show you what kinds of thingskids can learn from these rhymes and how important it wasto do this. so the kids i was working with specificallywere african-american children. most of them had a southern heritage,so there were some aspects of that languageand those literacy practices that showed upin the things that we collected. they had older brothers and sisters,and the older brothers and sisters knew these rhymesand recited these rhymes.
and it was not only that the rhymewas fun to do, but, you know, other people in thecommunity know this. i become amember of this community. and then my teacheris showing respect for my community by using these resourcesin the classroom. this was an urban community,so jump-rope rhyming and clapping rhymeswere an important part of some of the activitiesthat the kids did. so in these jump-rope rhymes, we hadlots of different lessons that we can learn.
so when we think of cinderella here,cinderella dressed in red, we can think aboutsome of the things we can learn. of course, there’s theone-to-one correspondence, and the left-to-rightdirectionality. there’s sight words,like “in†and “went†and “to†-- words that all kids need to be able tolearn to read in order to read text. so words like“the†and “it†and “in,†those are very useful wordsfor kids to learn early on. there's also number words,which are really important.
so number words areused in school, in many cases, on math papersor on different tasks. circle the three thingsthat start with the letter “a.†so, you know, knowing number words isvery important in terms of their daily work. and the other piece that’s really usefulare those color words. because kids often have taskswhere they have to read directions and color thingsin particular colors. so there’s a lot of different tasksand a lot of different skills that kids can learnthrough these jump-rope rhymes.
and yes,the boys participated, too. so although sometimes the boys,you know, would first make a little bit of fun at it and sayjump ropes are for girls, when we set up the corner of the roomwith some jump ropes and some chart paperwith the charts on it, the boys werevery happy to participate because often they wantedto be up and moving around. so at designated timesduring the day, we would actually go take a jump ropeand recite some of the rhymes.
in addition to just learning, you know,the left-to-right directionality, and the sight words,and those sorts of things, there were also some of the rhymesthat had specific pedagogical value. so here’s the rhyme thatthe kids taught me, where they would say their name --register so-and-so -- and then they wouldchant spelling patterns. and they wouldactually be spelling words. so this is a rhyme that couldbe easily adapted for school tasks. here is another onethat has math.
so you actually practicedifferent math facts, addition facts,through this rhyme. so there werelots of them we collected. i probably collected 20, 30 rhymesduring the first year i did this project. things like “teddy bear, teddy bear,â€â€œrockin’ robin,†“mary mack,†“miss suzy,â€who had a baby. i suspect some of theseare familiar to you as well. but we ended up with a very rich setof materials for teaching early literacy. i’m going to move onto environmental print.
and environmental printincludes logos and text that surround childrenthroughout their lives. so as soon as childrenare born in our society, they're surroundedby print. virtually all children growingup in the united states are surroundedby environmental print, particularly kidsin urban neighborhoods. so we’re often talkingabout kids in the cities, and they don't read and write,and they're not exposed to books.
they're exposed to print,and lots of it. so this is another resourcethat we can think about. in some cases, this printis targeted directly at our children. so we have adsfor mcdonald’s or for the zoo. the zoo is -- actually, the word “zooâ€is one of the first words that many childrenfirst learn to spell. so, you know, it’s really interestinghow environmental print becomes part oftheir reading and writing practices. another thing we see kidsattending to early on are signs.
so i had young children 5, 6 years oldthat can spell “stop†and have picked it up long beforethey've learned other words. and then, of course,we have the quintessential environmental printof the cereal box. and i know many of us know thatchildren in our own families sit at the breakfast table and read wordsoff boxes and those sorts of things. they're also being exposed to logosthat are associated with some of the thingsthey like best. so, you know, these kinds of textsare often very useful, too.
and it’s not just theexposure that’s important. we can use these logos and these textsto help kids to do some reading and writingand to create their own stories. so these texts here --and i’m calling these texts -- these logos can be used in conjunctionwith simple writing sentences. so sometimes we had kidstake these sorts of logos and insert theminto simple sentences. so “i can go on the bus,â€with a picture of a bus. i can go on the plane.i can go on the boat.
so if you think about all the picturesthat are available here, or all the logos that are availablehere or here, you can start to think aboutdifferent kinds of texts that kids can actuallyread and write. and the nice thing abouthaving a logo there is that, when they go back to read this,they know that this is the bus page, and the next one’sthe train page. so here i’m thinking about kids who arevery young and just entering literacy. because this way, it gives themopportunities to craft their own stories
and to come up with their ownsimple writing that not only can they writewith the help of a teacher or a parent, but also they can go back and read and re-read and re-read. so the final thing that i want to talk aboutare family stories and folk tales. all families havewonderful stories to share. and these stories oftenreveal information about families and strength in familiesand things that families bring that otherwise might be invisibleto teachers or librarians. family literacy assignmentscan be powerful and authentic
writing experiencesfor children. often, these kinds of taskswill be done in conjunction with a parent and a childreading together. sometimes you see themassigned in school. so here miss d. has written outan assignment where the kids are going to go home, listen to a story,and then use that story in school to create theirown family story. actually, these kinds of activitiesbecome incredibly more successful and easy to do for teachersand for other professionals
interested in literacynow that we have the internet. because, not only does that help us --we have parents type out the text, and then we cansend the text to school, and the kids can reformat it,breaking different sentences onto different pagesand illustrating them. but we also havea vast range of images. so if you go to google images,you can find images that kids can insert into their stories,or they can draw their own pictures. so there’s lots of possibilities,and technology has helped us to make,
you know, this aneven more fruitful task to do with kids. so family stories might featureplaces or people or events or challenges. it might highlight accomplishmentsthat people in the family have done. and sometimes they'reeveryday accomplishments, and sometimes they're more officiallyrecognized or publicly recognized. so in the past, i've taught childrenwhose family members had rich histories as civil right activists or as educatorsor as community organizers. sometimes families had participatedin different historical moments that became very importantfor children to write about.
and other times, they weresimple stories of people’s own lives and the challengesthat they faced. one important set of storiesare immigration stories, and many of our childrenbring those to classrooms. and these stories often featuredifferent obstacles and struggles. and we have to keep rememberingthat these stories are ongoing, and people are continuingto face these stories. so family stories is one wayto think about the stories that areimportant to families.
and folk tales is another. folk tales, not only do theyreflect a child’s culture, but they also sometimescreate a link to parents’ own childhood and to the stories and experiencesthat parents had with literacy. so some children willhear stories at home, and their parents will rememberhaving heard those stories when theywere children. so talking about the stories, thinkingabout different versions of the stories. and the versions that the parents tellor share with their children
may be different than the official versionsthat you find on your library shelves. and talking about those differences,saying, when i was a kid, we told the story like this, inviting thoseopportunities as a rich base for families. and then one other thingto remember about these stories is sometimes they'renot found in books. sometimes folk talesare found in tapestries. sometimes they're foundin puppetry and storytelling. and sometimes they're found in artworkand embedded into images that families may actually have in theirhome or may recall from their own.
so i want to take this opportunityto thank you for letting me share these literacy possibilitiesand for thinking about these three sets of textsthat we can draw on with familiesfrom diverse backgrounds. and i think this isa really important way of bringing the storiesthat families have to tell, the resources they bring,the oral texts that are important to them in ways thathonor families in a community. so thank youfor this opportunity.
megan schliesman:okay. this is megan picking up where cathy left off.and i just need to tell you, i loved the full circle of yourpresentation because, of course, family stories are partof the funds of knowledge that our familiesand our communities bring into their librariesand share with their children. so a little bit of what i’m going tostart with as i talk about the whole concept of inclusivenessand following inclusiveness and incorporating inclusivenessin what you do in the library,
before i get into actual books,i wanted to talk about a couple of things that i've hadthe opportunity to hear about when i went to the american libraryassociation conference over the past year. so as we think about thisreaching out and responding to the needsin our communities. the first thing is actually an articlethat’s an excerpt from a book called “giving our children afighting chance: poverty, literacy, and the developmentof information capital.†and on the right is the actual articlethat you can access via badgerlink
that excerpts this book-lengthsummary of a 10-year study that was donein the city of philadelphia. and they were really looking at theactivity in two different library branches in philadelphia that were aboutsix and a half miles apart geographically, but worlds apartin terms of the neighborhoods. one of them,the lillian merrero branch, is in a neighborhood of philadelphiaknown as the “badlands.†and the other isthe chestnut hill branch, which is in a very, verymiddle-class/upper-middle-class
neighborhoodof philadelphia. and so these researchers spent10 years really observing what was happening in these libraries,really setting up, what is it --what are the differences. and they said, you know, when youlooked at the resources available in these two libraries,they were very, very comparable. but what really differed --and this sort of ties into a lot of what cathywas just talking about -- what really differed was how thefamilies coming into the library,
how the people coming into the library,interacted with those resources. so in the badlands neighborhood,you had parents -- and then,exactly what you said, cathy -- these are people who haveincredibly rich funds of knowledge and no less desire than peoplevisiting that really wealthy library to provide opportunities for their childrenand prepare them to succeed in the world. but the reality is thatthese were families coming in that were often second-, third-, andfourth-generation families living in poverty. and the difference that that has,growing up in poverty, living in poverty,
on your ability to make use ofthe formalized resources that we might find in a library,were just vast. and so they just really contrasted a lot what was happening. for example, they said,when we observed what was happening in the preschool areaof both libraries. and the affluent library, it was almostalways the adult bringing the child in, which was often a parentbecause these parents were -- or least one was able to be a stay-at-homeparent or working part-time. but maybe if it wasn't a parent,it was a nanny.
they were almost always interactingwith the children and the books. in the merrero branchin the poorer neighborhood, the children were very oftenon their own with the books. if an adult brought themto the library, that adult was often busy trying toget their needs met in the library. maybe it was looking for a job,and they gave examples of ways adults were engaging withthe library resources as well, doing things that werereally, really important to their ability to economically tryto succeed or advance.
they talked about the computers,just the way -- the difference in the interactionwith the computers. and they talked about, you know,initially, the middle-class and upper-middle-class parentstried to steer their children past the computersto the books. whereas, the kids reallywanted to go there, so then it was the adult and the childworking together to maybe play theeducational game on the computer. whereas, at the merrero branchin the other neighborhood,
the adult had so littlecomputer experience that they did not know how to interactwith the computer with their children. and so the computers there,they weren't educational games. it was really being used, they said,more as a video game arcade for the kids. and often it was the kids who were themuch more knowledgeable ones. cathy talked about environmental print,and she -- and when they just contrasted theneighborhoods themselves, that was one of the huge differencesbetween these two neighborhoods was that the chestnut hill librarywas in a very affluent community
where there’senvironmental print everywhere. whereas, in the badlands, it is aneconomically blighted area of philadelphia. so even the things we might expectto find in an urban environment -- business signs, all those otherrich aspects of environmental print -- were absent because there wasso little there that was succeeding economicallyin that neighborhood. and i’ll tell you,when i heard this presentation, one of the things i thought was,what a great public library project that would be,of maybe getting a grant
and partnering with the communityto create environmental signage. so it’s an absolutely fascinating studythat i think can really give public libraries ideasfor ways to think about what they do and howthey might interact with their patrons in a way to really help themmake best use of their resources. there’s a sidebar to the articlethat talks about, you know, we always talk aboutleveling the playing field. they're, like, no.don't level the playing field. tip it towards the peoplewho need greater support.
and then the other program thati had the opportunity to see this past summer at alathat just ties right into everything we’re thinking about today was theassociation for library service to children’s president’sprogram on partnerships, which was called theripple effect. and the subtitle for that waslibrary partnerships that positively impact children, families,communities, and beyond. and the program hadtwo keynote speakers. the first was amy dickinson -- dear amy,if you’re an advice column fan.
and she is fromithaca, new york. and talked abouta couple of things. the primary focus ofwhat she talked about was herbooks are never dead campaign. and this is the campaign she haswith the idea of every child having a book to open on christmas morningor whatever holiday it is that they're observing --winter holidays. and she said it could be a used book,it could be a new book, it could bea library book.
but that every child have that bookthat really underscores the importance of readingand hopefully creates that opportunity for a child to sit downwith an adult and share a book. she is promoting that campaignand partnershipped with this incredible program inithaca, new york. if you don't know about it, i encourageyou to look up and read more about. it’s called thefamily reading partnership. and this is a community-wide endeavorin ithaca where they are striving to create a community-wideculture of literacy.
remember that idea i had --wouldn't it be great for a public library to partner and createthat environmental print? well, that's part of this culture of literacythat they're creating in ithaca, but it’s a very small part that involves somany different aspects of the community. yes, the library, but beyond the library,to really have this integrated emphasis on the importanceof literacy. it’s reallyvery, very exciting. the second keynote speaker from thatprogram is the author anna mcquinn. and you mightrecognize her name
because she does those wonderfullola and leo books. well, her inspiration for lola and leocame right out of the work she has done in londonas a community librarian. the program is calledsurestart community libraries. and these are libraries servinglargely immigrant populations in this neighborhoodin london. and it’s reallyquite extraordinary. they do things, like she started --one of the things she did early on in this program was doingstory-time programs
in the waiting rooms at clinicswhere she would get all the childrento gather around. and then they -- she started doing themat the community library itself. and she really began payingvery, very close attention with how to engage these populationsthat would not otherwise be using thiscommunity-based library. and she got ideas.like, take pictures of the people from the neighborhood using the libraryto promote the library so that people who were walking bywould see pictures in the window
of people they knowor people they would see on the street -- parents and childrenengaging. if you’re a craft lover,in your story times, one of the thingsshe did is flip it. so instead ofdoing a book and a craft, she did a craft and then had everybodygather to read to the stories. because, she said, the craft wassuch a great ice-breaker, particularly when she was oftenbringing together people who did not know each other --parents and children
often with different languagesbeing spoken. she worked really, really hardto make sure she was being affirming of all the different culturesthat were coming into the library. so sort of going to yourfunds of knowledge idea, cathy, she would often try to do activitieswhere they would all be repeating a certain word, like “hello†or whatever,in their own native language. and that would be somethingthat the group as a whole would belearning and sharing. and so they would all be picking up wordsfrom one of the other’s language.
or songs, or traditions, that could bepart of what they were doing. she talked about -- she ended uphaving four of these groups going. and at the end of one year,they did a -- they decided tohave a picnic at the local park. and she said it was -- so people fromher four different story times, where it’s parents and children,so many immigrant families, all coming together,mingling in this park. and a woman who just happened toalso live in the neighborhood, not an immigrant woman,came over and said,
“can anybody join,or is this just for your family?†and one of the things anna mcquinnsaid she loved was that this observer got the feeling of familyfrom observing this group. so it wasreally, really wonderful. so those are just a couple of resourcesthat i want you to know about. oh, i forgot. wait.the panel. oh, my god. the panel at theripple effect program. so these were three public librarians herein different parts of the united states, all talking about thepartnerships they have done,
starting with beth munk from thekendalville public library in indiana. she talked in particular about,when she first came to the kendalville public library 10 years ago,their numbers were dropping off. they just didn't haveas much participation as they used to. and so she did -- one of the thingsshe did was work really, really hard partnering with the schools and thecommunity to both go into the schools, but use that as a way to alsoget kids coming into the library. so she got to the pointwhere she is making 168 -- let me say that again --168 monthly school visits.
i’m not quite sure how thatwas physically possible. but it became a great way to createthat cross-pollination of the schoolsand the public library. she also started a program calledstorytime on the go, which i just love. you know, this --people were required to register. i think you can play aroundwith that concept if you’re really talking about trying to meet peoplewhere they're at in the community. but she took herstory times on the road. so for example, she did a story time --of course, she arranged it
ahead of time with permission --in the produce section of a grocery store. and so she worked it outwith the grocery store. she had allthematically related books. but it was a way for people to go on afield trip as part of the story time. actually, people were told that’swhere you meet for the story time. and she’s done them in a number ofother different venues in her community. she also talked about a partnershipshe did with big brothers and big sisters in her communitywith the library as well. nicholas higgins is a public librarianat the new york public library.
his programwas quite moving. it's a program calledtell a story. and this was apartnership they did. they had cisco,the computer networking company, was one of thepartners on this program. and it was a story time programthat paired children coming into the library who wouldgo into this special booth that had audio/videoand a collection of picture books. and they could share a storywith their incarcerated father
who was in a room at rikers islandand had the same picture books. and so they could read together.so it was really quite incredible. and then lesley clayton at thebroomfield county, colorado, public library talks abouta parenting class that they did. they partnered with thelocal childcare council in the community to, again,reach people who weren't typically using the library,but to offer a parenting class. they always did a family mealas part of the class as well. so there’s so many great,creative ideas out there.
and i’m sure a lot of you are part of thepeople generating all that creativity. but it’s always wonderful to find outabout what other people are doing as well. whoops, i’m tryingto advance the wrong way. so i wanted you to knowthat there are two -- and tessa’s already posting thesefor us in the chat box -- you can read a summary of thatripple effect program in a “school library journal†articlethat tessa’s provided the link to. and there’s also a resource guide forthat ripple effect partnerships program where people sharedsome of the partnerships
that they're doingin their communities. a couple of them are actually frompublic libraries here in wisconsin, so i wanted youto be aware of that. and now i’m going to move onto the books portion today. so what i wanted to talk about is --to some extent, i think, what -- no doubt, what you’re already doing,which is reflecting diversity, actively incorporating multi-culturalliterature into the work you’re doing. the thing that i want to start with isto remind you that you are a role model. you're a modelwhen you read books to kids.
you’re modelingengagement. you’re modeling ways to interactwith text that both the children and the parents who mightbe there witnessing the story time see. you’re also modelingenthusiasm for books and reading every time you share a bookwith children and families. but i want to remind you, too,that that modeling is not just in what you do whenyou read with children and families. it’s also in the booksthat you choose when you are puttingthose story times together.
so those books that you choosefor a story time, or to feature in displays, or to recommend to families --the one-on-one, make a huge difference in how families of color see the library,but also in how families that aren't racially diversesee and understand diverse books. so i want to start a little bit by sayingmore about the families of color. and i think this is somethingwe all understand, but i also don't thinkwe can say it enough. seeing charactersthat look like you matter. visibility matters.
and it doesn't mean that anafrican-american family or a mexican-american family is not goingto love “brown bear, brown bear,†or a korean immigrant family won'tenjoy “don’t let the pigeon drive the bus.†that’s notwhat we’re saying. but it shouldn't be all thatanyone sees and hears. you know, one of the things isometimes hear when we have traveled around the stateand talk about multi-cultural literature, especially from librarians in communitiesthat aren't really racially diverse, is that, you know, i buy the books,and that’s terrific.
but they sit on the shelf.they don't circulate. and of course, that’s going to differdepending on the population you serve. but i think it's really importantto remember that one of the big things we can all do as librarians is to work to make sure, again, that we aremodeling inclusiveness. because when you are incorporatingracially and culturally diverse books into story times and displays,not as something special, but as a matter of course,you’re eliminating the idea of otherness. and that’sreally, really critical.
multi-culturally literatureis not about someone else. it's about all of us. and what’s really wonderful is,you can do that and still do what you’re always striving to do,which is choose books that are delightful and engagingand relatable for all children, even as they reflectdiverse racial and cultural experiences. and so i want to justgive you some examples of that. i think a lot of you know that we havea lot of thematic bibliographies on theccdc’s website.
and one of the things we do is exactlywhat i was just talking about. we are always modelingthat idea of inclusiveness, of incorporating diversityinto everything we do. so what i’m just going to do now,for the next however many minutes -- i don't think i’m going totake a whole half-hour. but i just wanted togive you examples from some of those bibliographieswe have of some of the diverse books. these are not, with one exception,the bibliographies themselves are not just multi-cultural,but yes, they are.
because across each bibliography,they reflect all different kinds of families. family stories -- cathy, the whole timeyou were talking about that, this was the booki kept thinking about. “cora cooks pancit,â€which is a picture book about a little girlwho is philippine-american. and she -- her older siblingsalways help her mom cook, and this is the day she says,i want to help make the pancit, which is a traditionalfilipino dish. and her older siblings are gone,and she is the one helping her mom.
and as she’s helping her mom,her mom is sharing the story of how her grandfatherused to cook pancit when he first came to americaand was working as a laborer, and he would make itfor the other people. so one of the things we knowabout great books is no book lends itselfto one thematic story time. really, really great books,you can use in so many different ways. so here is a great book you could useif you were doing something on family stories and you wanted toshare something to launch that idea of,
share a storyabout your family. here's a book you could usein a story time about food, about grandparents,about mothers and daughters. there’s so many ways you could thinkabout this particular picture book. “oscar’s half birthday.†now, this is on our50 books about families bibliography. it is also on a bibliography you may knowthe ccdc has, but perhaps not. it’s called recommended picture booksfeaturing interracial families. oscar is a little boywho has a black mom and a white dad.
the writing in this book --it’s bob graham. i almost don't needto say anything else. but i just want toread you the opening page. “perfect day for a half birthday,â€says oscar’s dad. the birthday boywaves his wet fists. “and a picnic,â€says oscar’s mom. boris the dograises one ear. “with a birthday cake,â€says oscar’s sister milly. she wears coat hangerfairy wings on her back
and a dinosaur puppeton her hand. she’s excited, and thedinosaur squeezes oscar’s arm. “careful, milly,â€says mom. “a little more fairy, and not so much dinosaur,†says dad. “but he’s so cute!â€says milly. “i know,†says dad as hewraps the tuna sandwiches. that is a book thatevery child can enjoy. “a chair for my mother.†here’s an old classic picture book that --you know, there is never
any specificity about what culturethe family is in this story. they could be italian-american,they could be latino. this is a great example of a book in whichthe illustrations lend themselves to a lot of differentkinds of interpretation. and while books that are veryculturally specific are really important, i think this kind of book,where kids from a variety of backgrounds can potentially see themselves,are also really valuable. and this was also such a great family --about a family for whom, you know, things do notcome easily economically.
but what does come very, very easilyis the love that they share. jacqueline woodson’s“pecan pie baby.†how often do you get requests for,we have a new sibling, or a new baby is coming,and i’m looking for some books to sharewith my older child. this is such a great oneabout a little girl whose mom is goingto be having a baby. and the little girl and her mom,pecan pie is something they shareand they love together.
and so she -- the little girl is thinkingabout this new baby with some trepidationand some uncertainty. but maybe the babywill like pecan pie, too. “henry’s first-moon birthday,â€by lenore look. this would be a great story to share,again, if you’re talking about families, if you’re talking aboutextended family, if you’re talking aboutcelebrations or birthdays. and this is another onewhere the writing is just so dynamic. it begins, this is me, jen, jenny,but never jennifer.
i am also known as older sister,and i've been in charge of our house ever since motherhad a baby. oh,the pressure. i just want to read you a little bitfrom later on because the detailsin this narrative are so terrific. and here isuncle peter. he is a mailman,but today he’s just a regular guy. he pumps father’s hand up and down.“gung hay, gung hay!†he shouts, slapping a ton of good luckon my father’s back.
i kiss grand auntie judith,who smells like old books. she works at a library. and grand auntie milan, who smellslike music. she teaches piano. so when we think about, again,stories that really immerse kids in the experience of a familythat’s going to have things that are different from their own,but also things that i think will be very, very familiar,regardless of all that cultural specificity, this is agreat example of that. “wild berries†by julie flettis a newer picture book.
it just came outlast year. every time i talk about this book,i feel like i have to mention how absolutelystunning the art is. this would be great if you’redoing a summer-themed story time or something to pairwith another old classic book, something like“blueberries for sal.†this is a picture bookabout a little boy who is going berry-pickingwith his grandma. when clarence was little, his grandmacarried him on her back
through the woods to the clearing topick wild berries -- pikaci-minisa. grandma carrieda bucket and sang. now clarence carries his own bucketand walks behind his grandma. they singtogether. blueberriesdot the clearing. grandmachecks for bears. they pick the plumpest berriesthey can find and drop theminto their buckets -- tok, tok. so i love that “tok, tok.â€
i always love great onomatopoeiain a picture book. that is a book that is in actually --the entire book is not dual-language, but there are key words in the bookthat are also presented in the n-dialect of the cree language,also known as the swampy cree dialect. and there is a wonderful glossarywith pronunciation at the back. 50 books about the seasons --again, books that are about the seasonsbut so much more. “snow pumpkin.†you might go, well, i don't understandwhat’s multi-cultural about this book
because i don't havean interior. but this is about a fallnot unlike ours [chuckles] when it snowson halloween. i know in southern wisconsin,we missed the snow by halloween. i can't remember when those of youup north got hit really hard, if you got hitbefore last week. but this is a book about two kidswho go out to make a snowman when the snow comeson halloween. and when they don't have enough snowto roll the head,
they use a pumpkin for the headof their snowman -- a halloween pumpkin. and the two childrenin the book -- one is asian-american,and one is african-american. this would be a great book, again --you could use it as a really unusual halloween story, a transition story --that transition of fall into winter, also a storyabout friendship as well. i also think there’ssome baking going on. i’m always looking for picture bookswith a food theme. “hot day on abbott avenueâ€by karen english.
such great friendship dynamicsin this picture book in which things arenot going really well early on. because these two girls, best friends,are really, really mad at each other because there was only one --i can't remember what the flavor of popsicle isthat they both love. but there was only one left,and one of them got that when the ice cream truckwas going around. this is a great picture book,obviously about summer, food again -- really [chuckles].
i do love that theme. but it’s also a great picture bookabout community because, as these girls are arguing,you see how different adults in the community are workingtowards helping them along. still making them solve it themselves,but taking interest in the fact that they arehaving a fight. “a beach tailâ€by karen lynn williams. would be another great summer story,a story about the beach or about water. a father and sonstory as well.
it is a little boy who goesto the beach with his dad, and his dad says, you know,don't wander too far. and he is drawing --i think it’s a dragon. the tail -- he’s scraping it in the sand -- get longer and longer and longer. and he finally finishes, and he looks up,and he can’t see his dad anymore. so it’s also a bookabout problem-solving. because he has to figure out,how do i find my way back to my dad. and he realizes he canfollow that tail that he was carvingall the way back.
and then “summer days and nightsâ€by wong herbert yee. he has done a series of these little, tiny,such intimately sized picture books featuring this same little girl andher family that go across the seasons. and the “summer days and nightsâ€one focuses especially on her relationshipwith her dad. and on a night -- we see all the thingsthey're doing together with her mom, who’s very, very pregnant,in this picture book, with her mom as wellduring the day. but when she can't sleepin the middle of the night,
she gets up, and her dad is up,and the two of them go out and arelooking at the night sky. and then i have to say,this picture book, “when christmas feels like home,â€is a wonderful story about an immigrant experience --a boy and a family who has just come to the united states,clearly from a latin american spanish-speaking country, though it isnever specified which one. so it would be a great storyabout immigration, a great story about family tradition,because one of the things
that is making him feel groundedwhen he’s in this world in which so much is different and new,is the fact that he knows, when christmas comes,they will get out that family nativity thatthey carved and put it out. and that’s going tohelp it feel like home. the problem is, it’s onlyseptember when the books begins, and it feels like avery, very long wait. now, the boy and his parents areliving with his aunt and his uncle. now, his mother says they'llput out the nativity at christmas.
tio miguel acknowledgesthat it will take time. first the mountainwill turn the color of the sun. then thepumpkins will smile. tia sofia adds that his new schoolwill feel familiar when your words float like cloudsfrom your mouth. and he’s thinking,what are they talking about? because, of course, he’s neverexperienced autumn before. this change where the trees all turninto this blaze of color, where the pumpkinsget carved for halloween,
and then the air gets so coldthat you can see your breath. so really, it’s a story,if you think about the seasons, it’s more about fallthan it is about the christmas holiday. but it’s also aboutadapting and change. we see him making friendsand really starting to adjust to life in his new countryand community. and then i just wanted to shout out,for this wonderful book about all four seasons, “our seasonsâ€by grace lin and ranida t. mckneally. because it is a wonderful informationalbook that blends information
about the seasons and things thathappen during the seasons with haiku poems that are pairedwith each piece of information. and then, again, what we alwayslook for when we’re evaluating a book that is not about a specific child or family,but features a group of children, is we want to see diversityreflected in those illustrations. toy stories is one of a group ofthematic bibliopgraphies that my colleague merri lindgren created a number of years ago, and then we try toupdate them periodically, for the child care information center --the state of wisconsin ccic.
that was a request thatcame to us through dpi. so we have toy stories. we have one on behavior. we have oneon going outside, venturing into your neighborhoodand the larger world. so a number of different ones specificallyaimed a very, very young children. so here’s a few examplesfrom that toy story bibliography. again, wonderfulmulti-cultural titles. i was going toread from "book!" to you, but i discovered our copyis missing off the shelf.
but i have to confess,i read it so many times to my own child [chuckles]when she was very young, i can give you the opening lines,which are: my gift isflat and square. what is that paper?what’s in there? and it is a book. and there’s a line later on: i’ll read you on the rug, book.i’ll give you a hug, book. so it’s a lovely rhyming textof this child who is
completely enamoredwith the book that she -- or he, because it could be either --gets as a present. “elizabeti’s dollâ€by stephanie stuve-bodeen. a great exampleof imaginative play. this is a book set,and i want to say it’s tanzania. and this little girl finds --her mother is pregnant, and i think is about to have a babyor has just had a baby. and so the mother isalways caring for the baby and carryingthe baby on her back.
and the little girlfinds a baby-sized rock, and she begins engagingwith that rock in the same way. there’s a very dramatic momentwhere the rock gets mistaken for [inaudible], the doll,but it’s all okay. and then of course, the wonderful“nino wrestles the world†by yuyi morales, which is sucha great example of imaginative play. so you could do itin the story time where you’re talking aboutimaginative play. a great story, also,about siblings.
and then finally, i wanted tomention the bibliography rhyme and reasonon our website. because this is one that isspecifically multi-cultural. this is a request that came to us fromthe department of public instruction to create a rhyming book listthat featured multi-cultural titles. so the great news is, there werea lot that we could pick from, and i've alreadycovered a couple of them, but i want togive you a few other examples. cynthia cotten’s“rain play.â€
be great for a weather story timeas well, or a spring story time. really, really simple rhyming coupletswith some great onomatopoeia as well. at the park, the sky grows darksee the breeze toss the trees flip-flop,drip-drop rain begins, cools our skinsraindrops splatter, people scatter and we’re following thissame group visually as they finallytake shelter from the storm. “los gatos black on halloween,â€another book illustrated by yuyi morales, this onewritten by marisa montes.
so a really unusual halloween storybecause, of course -- not because it’s multi-cultural,but that’s a great dimension of it with wonderful spanish wordsintegrated into the text -- but what’s of course really unusualabout this scary halloween story is that all the typical scary things are afraidof the children who are trick-or-treating. lisa wheeler’s “jazz baby†would be agreat new-baby gift for any family. it’s so energetic.but also gives such a wonderful sense of family and communityand how very much this little baby is loved. it begins like this.
brother’s hands tap,sister’s hands snap itty-bitty baby’s handsclap, clap, clap grandpa toot-tootsgranny sings scat bitty-boppin’ baby goesrat-tat-tat and as we go on,more and more members of this baby’s extended familyand community join in. “hush!†by minfong hois a great example of a book that’s setin another country. “a thai lullabyâ€is the subtitle.
but it is aboutall these little creatures. so you could do this in a story timeabout insects and little animals who are worrying this mother becausethey're going to keep her little baby awake. “little roja riding hood.†a brand-new picture bookwritten by susan middleton elya with illustrationsby susan guevara. this would be -- cathy was talkingabout folk tales and fairy tales. this would be a great exampleof a book that has been re-cast to provide such wonderfulcultural specificity
within the telling of a familiaror not-so-familiar tale. so i know you all know thestory of little red riding hood, but this is one that integratesspanish words into the rhyming text. and i’ll just give youa little sense of that. here’s when the wolfarrives at grandma’s. roja, come inoh, what a surprise she noticed at oncethe size of wolf’s eyes. “tus ojos,†she said.“so grande the pair!†“the better to see you!â€he sat in her chair.
“tus orejas!†she said.“so furry and dark.†“the better to hear you,â€was wolf’s quick remark. and then finally,the last book i’ll mention, “when winter comes,â€by nancy van laan. another one i couldpractically recite by heart because i read it so many times whenmy daughter was a very young child. and this isvery much like the vera b. williams“a chair for my mother†book. this is a book where the childlooks white but also looks like
could potentiallybe latino. perhaps one of the parentscould be latino. so it’s a book where kids could potentiallysee themselves in the pictures. the other thing that i loveabout this book is that child could be a boy or a girl and actually,even the adults in this picture book, it could be a man and a woman,or it could be two women, depending on, i think,what your own experience is, that might behow you read the illustrations. and this is a really lovelytext that begins:
where, oh where,do the leaves all go when winter comes and the cold winds blow? the leaves go tumble, tumbling down.snow is their blanket, bed is their ground. where, oh where,do the flowers go when winter comesand the cold wind blows? their petals wilt, but their seedsburrow down to rest underneaththe leaves’ golden crown. and so we go onin this picture book. we see this child and two loving adultsout in the natural world
just observing what all thesedifferent things are doing at this very time of yearin which we are all currently huddling inmid-november in wisconsin. so that is itfor the books. we were having some technical problemsgoing on in the background, so i hope that all came through okaywithout any glitches. we do have time,if you have any questions that you want to put into the chat box,cathy or i can try to respond to those, so let us knowif there are any.
tessa michaelson schmidt:thank you so much, megan, for a wealth of great titlesand great insights into how to use them, whether, again,it’s in a program or just something in your collectionor a display or all the different ways that we can make them partof what we’re always doing and not justsomething special. and i shared some of the linksthat megan mentioned in the chat box, so if you wanted the live hyperlink,those are there as well. and, as i also mentioned earlier,this entire webinar is being recorded
and will be posted online so thatyou can look back and write down anything if you didn't get a chanceto do it when an individual slide was on the screen. as megan said, we are openfor any questions or comments. please don't be shy. we have twogreat experts with us right now. so if there’s something you wantedto know or get input or just share a thought you hadfrom your own experiences in your own community,please feel free to do that. in the meantime, i am going tojust make a couple of announcements
before wewrap up today. and that is that -- thank youfor joining us for this presentation. this is our fourth of six webinarsas part of the fall webinar series for growing wisconsin readers. and if you want to know more aboutgrowing wisconsin readers or early literacy, feel free to follow thegrowing wisconsin readers blog. you can sign upfor email updates. and you'll also get a handy reminderwhen upcoming webinars are scheduled. and speaking ofthose upcoming webinars,
there are two remaining, and those willboth happen in the month of december. same time as this webinar, from 1:00until about 2:15 in the afternoon. the one on december 2 is about1000 books programs in wisconsin. and the final webinar on the 9this about early literacy activity areas. again, all related to, how can our librariesbe more welcoming to families and readers of all kindsand being more inclusive and thoughtful about how tomake local community connections. so the things that i justwanted to wrap up, and again, please don't hesitate toput your thoughts in the chat box now.
but i just really wanted to sharemy appreciation for all of cathy’s comments about reallytaking time to assess who you’re serving, and maybe who you’re not serving,by looking at what assets they already have versus examining themand assessing their deficits, or your perceived ideasof what those deficits are. so funds of knowledgeis a really important concept. that’s something that we actuallytalk about regularly here at dpi. so i hope that you might think aboutthat a little bit or dig into some of the researchand articles that were shared.
because certainly you could probablywalk down your -- take some of the routes that you know kids inyour community do and see some of the print literacy and other thingsthat they are exposed to. or ask to sit in and be part of achildcare classroom and find out what rhymes and --jump-rope rhymes or jingles that those kids know and how youmight be able to make a better, more authentic connectionwith the children and families that you’retrying to reach. and as for all of the resourcesthat megan shared,
thanks for tying it back to those greatpresentations that you saw at ala. i know a lot of us aren't able to goto the national conferences, so thanks for sharing your insights onthose and their connections to today’s topic. and i really just appreciated all youshared about visibility and trying to make that connection so that thosekids and families see themselves in the books that you’re sharingand therefore see themselves as being part of the libraryand part of a literacy community. so thank you so much, cathy,and thank you so much, megan, for being part ofour webinar today.
i don't see that there are any questionscoming up in the chat so far. so i think we will besigning off here. and for those of you who arejoining the webinar at a later date online, which i know that many of you will be,please feel free to be in touch with either myself or megan orcathy compton-lilly if something elsecomes up. and so i see a last commentcoming in on the chat, which was, thank you,this was a great program. thanks so much for sharing that, christa,and i hope that the rest of you agree.
i, for one, am very pleased with thisand will be thinking about all the things sharedfor a long time to come. so thank youvery much, and we hope to see you again soonat another webinar.
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