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RE: Reviewing for SLJ
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From: Nancy Silverrod <nsilverrod_at_sfpl.org>
Date: Thu, 12 Nov 2009 11:56:47 -0800
I had an interesting experience reviewing for SLJ a couple of years ago. The y sent me a series biography to review, and following instructions, I looked at other biographies on the same person and found a fairly old book in the collection of my library from which many lines and paragraphs seemed to have been lifted wholesale.
I raised the issue with the SLJ editor, who decided, after I sent some examp les, that the book was acceptable. I was never asked to review a book for th em again. I found the whole experience disturbing. I tended to think of SLJ as a reputable source of reviews, and I still read them, but I take them wit h a much bigger grain of salt than I did previously.
Nancy Silverrod, Librarian San Francisco Public Library 100 Larkin St. San Francisco, CA 94122-4733 nsilverrod_at_sfpl.org 415-557-4417
Our heads are round so that thoughts can change direction. -Francis Picabia, painter and poet (1879-1953)
Our memories are card indexes consulted and then returned in disorder by aut horities whom we do not control. -Cyril Connolly, critic and editor (1903-19 74)
A closed mind is like a closed book: just a block of wood. -Chinese Proverb
Message-----
From: Lisa Von Drasek
Sent: Thursday, November 12, 2009 10:22 AM To: lvondrasek_at_gmail.com Cc: ccbc-net@ccbc.education.wisc.edu Subject:
Reviewing
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 N ew York Times, Booklist, Riverbank Review, Nick Jr. Family Magazine, Nick.co m, 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, b ooks 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 tha t the perfect description of the print on Ella Sarah's dress was Marimeko. W hatever)
The most surprising information to the graduate students that I teach is tha t 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 o r questions that I may have. I write most of my reviews long hand on whateve r is nearby, a note book, card catalog cards (we are still recycling those a t 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 i nter-textual connections? Where does it fall in the literature? If non-ficti on, 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 s tyle 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-check ing my words. Did I capture the book? The author's intent? I would have deni ed 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 revie w aloud to one or two trusted colleagues. That's when I find out what I mea nt to say isn't actually on the paper. Revise.
Then I submit it.
Lisa Von Drasek Children's Librarian Bank Street College of Education
Date: Thu, 12 Nov 2009 11:56:47 -0800
I had an interesting experience reviewing for SLJ a couple of years ago. The y sent me a series biography to review, and following instructions, I looked at other biographies on the same person and found a fairly old book in the collection of my library from which many lines and paragraphs seemed to have been lifted wholesale.
I raised the issue with the SLJ editor, who decided, after I sent some examp les, that the book was acceptable. I was never asked to review a book for th em again. I found the whole experience disturbing. I tended to think of SLJ as a reputable source of reviews, and I still read them, but I take them wit h a much bigger grain of salt than I did previously.
Nancy Silverrod, Librarian San Francisco Public Library 100 Larkin St. San Francisco, CA 94122-4733 nsilverrod_at_sfpl.org 415-557-4417
Our heads are round so that thoughts can change direction. -Francis Picabia, painter and poet (1879-1953)
Our memories are card indexes consulted and then returned in disorder by aut horities whom we do not control. -Cyril Connolly, critic and editor (1903-19 74)
A closed mind is like a closed book: just a block of wood. -Chinese Proverb
Message-----
From: Lisa Von Drasek
Sent: Thursday, November 12, 2009 10:22 AM To: lvondrasek_at_gmail.com Cc: ccbc-net@ccbc.education.wisc.edu Subject:
Reviewing
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 N ew York Times, Booklist, Riverbank Review, Nick Jr. Family Magazine, Nick.co m, 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, b ooks 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 tha t the perfect description of the print on Ella Sarah's dress was Marimeko. W hatever)
The most surprising information to the graduate students that I teach is tha t 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 o r questions that I may have. I write most of my reviews long hand on whateve r is nearby, a note book, card catalog cards (we are still recycling those a t 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 i nter-textual connections? Where does it fall in the literature? If non-ficti on, 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 s tyle 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-check ing my words. Did I capture the book? The author's intent? I would have deni ed 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 revie w aloud to one or two trusted colleagues. That's when I find out what I mea nt 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 11:56:47 AM CST
