CCBC-Net Archives
Reviewing
- Contemporary messages sorted: [ by date ] [ by subject ] [ by author ]
From: Lisa Von Drasek <lisav_at_bankstreet.edu>
Date: Thu, 12 Nov 2009 13:21:37 -0500
Well, this is thought provoking. I have reviewed for School Library Journal, Children's Book Review Service, Kirkus, Teaching pre-K through 8, Library Sparks, The Washington Post, The New York Times, Booklist, Riverbank Review, Nick Jr. Family Magazine, Nick.com, ParentsConnect.com, Earlyword.com, and The Bark.
Most frequently asked question- How do I get to be a reviewer? The good news is that any children's librarian who reads and writes can start a blog. My recommendation would be to hone your chops at SLJ. The format is concise, books are assigned, there is a deadline and you get free books. And there is an editor. Editors teach us when we weigh-in with self importance. Perhaps a little harsh. They notice an obscure word usage. (okay, I still contend that the perfect description of the print on Ella Sarah's dress was Marimeko. Whatever)
The most surprising information to the graduate students that I teach is that most of the time I read a book three times. (picture books more) The first is just to read, I keep post- it notes handy to mark passages that I love or questions that I may have. I write most of my reviews long hand on whatever is nearby, a note book, card catalog cards (we are still recycling those at work) legal pad. I write up my notes on the laptop during the second read- this is a close read- I am asking myself, who is this book for? Are there inter-textual connections? Where does it fall in the literature? If non-fiction, I am fact-checking, if historical fiction, I may be fact checking. Do I have questions about the characters? Does it make sense to me? Does it have to? The plot- I try to annotate it. 20 to 40 words? What is the mood? The style of the language? Was I swept away or were there parts where I stumbled?
Then I write- I need at least three days- Write- let it sit. Revise- let it sit- revise. This is when I start reading the book again. As I am fact-checking my words. Did I capture the book? The author's intent? I would have denied that I read the book for the third time but this seems to be a compulsive quirk on my part.
When I am satisfied, ( not really, but there is a deadline) I read the review aloud to one or two trusted colleagues. That's when I find out what I meant to say isn't actually on the paper. Revise.
Then I submit it.
Lisa Von Drasek Children's Librarian Bank Street College of Education
Received on Thu 12 Nov 2009 01:21:37 PM CST
Date: Thu, 12 Nov 2009 13:21:37 -0500
Well, this is thought provoking. I have reviewed for School Library Journal, Children's Book Review Service, Kirkus, Teaching pre-K through 8, Library Sparks, The Washington Post, The New York Times, Booklist, Riverbank Review, Nick Jr. Family Magazine, Nick.com, ParentsConnect.com, Earlyword.com, and The Bark.
Most frequently asked question- How do I get to be a reviewer? The good news is that any children's librarian who reads and writes can start a blog. My recommendation would be to hone your chops at SLJ. The format is concise, books are assigned, there is a deadline and you get free books. And there is an editor. Editors teach us when we weigh-in with self importance. Perhaps a little harsh. They notice an obscure word usage. (okay, I still contend that the perfect description of the print on Ella Sarah's dress was Marimeko. Whatever)
The most surprising information to the graduate students that I teach is that most of the time I read a book three times. (picture books more) The first is just to read, I keep post- it notes handy to mark passages that I love or questions that I may have. I write most of my reviews long hand on whatever is nearby, a note book, card catalog cards (we are still recycling those at work) legal pad. I write up my notes on the laptop during the second read- this is a close read- I am asking myself, who is this book for? Are there inter-textual connections? Where does it fall in the literature? If non-fiction, I am fact-checking, if historical fiction, I may be fact checking. Do I have questions about the characters? Does it make sense to me? Does it have to? The plot- I try to annotate it. 20 to 40 words? What is the mood? The style of the language? Was I swept away or were there parts where I stumbled?
Then I write- I need at least three days- Write- let it sit. Revise- let it sit- revise. This is when I start reading the book again. As I am fact-checking my words. Did I capture the book? The author's intent? I would have denied that I read the book for the third time but this seems to be a compulsive quirk on my part.
When I am satisfied, ( not really, but there is a deadline) I read the review aloud to one or two trusted colleagues. That's when I find out what I meant to say isn't actually on the paper. Revise.
Then I submit it.
Lisa Von Drasek Children's Librarian Bank Street College of Education
Received on Thu 12 Nov 2009 01:21:37 PM CST
