CCBC-Net Archives
Re: Personal Boundaries/Professional Responsibilities
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From: Beth Martin <BMartin_at_dce.k12.wi.us>
Date: Tue, 21 Sep 2010 10:55:53 -0500
It is our job to provide materials that meet the needs of a diverse population. In my opinion, I think the best way to approach the issue is to create what I call "informed readers". That means that I let the students know on the very first day of school that our library has books that appeal to all different kinds of people and it is their job, with my help, to find the books that are best suited to them. Our reading units center around themes and students have 15-20 book choices within that theme. That way, students can choose books that appeal to them and are at their reading level. Parents are encouraged to take an active role in know what their kids are reading, and any child can stop reading a book at any time and select a different title. In one unit I may have students reading Firegirl by Tony Abbot and another reading The Absolutely True Diary of a Parttime Indian by Sherman Alexie.
I think that Kate Messner really got it right in her guest blog this month. In my opinion she nailed it.
http://www.ekristinanderson.com/?p67
Beth Martin Teacher Librarian DC Everest Middle School IMC bmartin_at_dce.k12.wi.us 715-241-9700 ex.2320
Megan Schliesman 9/21/2010 10:32 AM
For the second half of September on CCBC-Net, we invite you to consider
Personal Boundaries/Professional Responsiblities.
Back in 2007, when “The Higher Power of Lucky” won the Ne wbery Award, the word “scrotum” on the narrative’s first page caused a flutter then a fury when some librarians questioned whether they would include it in their elementary library collections and others spoke out strongly in defense of intellectual freedom. But every librarian is bound to come across books that challenge them personally as they strive to fulfill their professional responsibilities. Raising concerns and asking questions can be a way to work through concerns and fears. And actions—whether or not a book is purchased and made available—ultimately matter most.
How can we help a school or public librarian or teacher struggling with
questions about whether the content of a book makes it the right choice
for their classroom, school or library? We can offer them support so they feel less alone if they are struggling with choices that they can
professionally defend but worry may not be supported by others, perhaps
their principal or school district administration, or the director of the library where they work, even colleagues.
We can gently ask hard questions--would you feel you are doing your job
and serving your community if you don't provide this book? What do you
think might happen? Are you hesitating out of fear, or because you personally object to something about the book?
And we can share our own stories. We can let them know they are not alone by talking about when we have struggled and how we worked our way
through our concerns.
So for the rest of September, please share your stories , your thoughts, and your strategies for navigating the terrain where your personal boundaries and professional responsibilities have clashed, whether around a single book, or a broader issue or topic in books for youth.
Megan
Megan Schliesman, Librarian Cooperative Children's Book Center School of Education, University of Wisconsin-Madison 600 N. Park Street, Room 4290 Madison, WI 53706
608/262-9503 schliesman_at_education.wisc.edu
www.education.wisc.edu/ccbc/
Date: Tue, 21 Sep 2010 10:55:53 -0500
It is our job to provide materials that meet the needs of a diverse population. In my opinion, I think the best way to approach the issue is to create what I call "informed readers". That means that I let the students know on the very first day of school that our library has books that appeal to all different kinds of people and it is their job, with my help, to find the books that are best suited to them. Our reading units center around themes and students have 15-20 book choices within that theme. That way, students can choose books that appeal to them and are at their reading level. Parents are encouraged to take an active role in know what their kids are reading, and any child can stop reading a book at any time and select a different title. In one unit I may have students reading Firegirl by Tony Abbot and another reading The Absolutely True Diary of a Parttime Indian by Sherman Alexie.
I think that Kate Messner really got it right in her guest blog this month. In my opinion she nailed it.
http://www.ekristinanderson.com/?p67
Beth Martin Teacher Librarian DC Everest Middle School IMC bmartin_at_dce.k12.wi.us 715-241-9700 ex.2320
Megan Schliesman 9/21/2010 10:32 AM
For the second half of September on CCBC-Net, we invite you to consider
Personal Boundaries/Professional Responsiblities.
Back in 2007, when “The Higher Power of Lucky” won the Ne wbery Award, the word “scrotum” on the narrative’s first page caused a flutter then a fury when some librarians questioned whether they would include it in their elementary library collections and others spoke out strongly in defense of intellectual freedom. But every librarian is bound to come across books that challenge them personally as they strive to fulfill their professional responsibilities. Raising concerns and asking questions can be a way to work through concerns and fears. And actions—whether or not a book is purchased and made available—ultimately matter most.
How can we help a school or public librarian or teacher struggling with
questions about whether the content of a book makes it the right choice
for their classroom, school or library? We can offer them support so they feel less alone if they are struggling with choices that they can
professionally defend but worry may not be supported by others, perhaps
their principal or school district administration, or the director of the library where they work, even colleagues.
We can gently ask hard questions--would you feel you are doing your job
and serving your community if you don't provide this book? What do you
think might happen? Are you hesitating out of fear, or because you personally object to something about the book?
And we can share our own stories. We can let them know they are not alone by talking about when we have struggled and how we worked our way
through our concerns.
So for the rest of September, please share your stories , your thoughts, and your strategies for navigating the terrain where your personal boundaries and professional responsibilities have clashed, whether around a single book, or a broader issue or topic in books for youth.
Megan
Megan Schliesman, Librarian Cooperative Children's Book Center School of Education, University of Wisconsin-Madison 600 N. Park Street, Room 4290 Madison, WI 53706
608/262-9503 schliesman_at_education.wisc.edu
www.education.wisc.edu/ccbc/
---Received on Tue 21 Sep 2010 10:55:53 AM CDT
