From: Polly Edwards <docpollyed_at_yahoo.com>
Date: Sat, 07 Jun 2014 12:58:12 -0700 (PDT)

�Marc,

Thanks for your re-naming the "reluctant" reader a "selective " reader, I so appreciate the new term and will begin using it.
"Reluctant" has had for me the�connotation of�poorly motivated or disinterested. What a fresh perspective this term brings!

Polly Edwards Hoover Public Library
 


On Thursday, June 5, 2014 12:19 AM, CCBC-Net digest <ccbc-net_at_lists.wisc.edu> wrote:
  


CCBC-NET Digest for Wednesday, June 04, 2014.

1. Re: NF question for all 2. Upcoming on CCBC-Net 3. Re: Upcoming on CCBC-Net 4. Re: NF question for all 5. Non-Fiction: Enrichment, Engagment, and More 6. Re: Non-Fiction: Enrichment, Engagment, and More 7. Fwd: picky readers 8. Nonfiction 9. Re: Nonfiction 10. tie-in to book discussions

----------------------------------------------------------------------

Subject: Re: NF question for all From: bookmarch_at_aol.com Date: Wed, 04 Jun 2014 08:11:12 -0400 (EDT) X-Message-Number: 1

Here is a question on NF that Jonathan Hunt raised at ALA annual a couple of years ago -- which seems a perfect lead into the topic set before us:


Every single person on this listserv knows how popular Books of Records/ Weird and Wacky facts are for kids in elementary and even middle school. And it is no surprise to say that many of those passionate readers are boys. And yet everyone on this listserv has also attended, spoken at, or hosted discussions of the "problem" of "boys and reading." So what happens? Where does that reading passion go? What can we do to capture the attention of those readers? Especially because, as adults, those same grown-up-boys are passionate players of fantasy sports games which essentially consist of comparing and contrasting stats, records. So we know this avid reading style endures.


Jonathan thought that perhaps the fast-paced narrative nonfiction might due the trick -- the Bomb, Chasing Lincoln's Killer, kind of page-turner. But one of my grad students pointed out that as appealing as those books are, their claim to fame is that they "read like a novel" -- which is more appealing for the early fiction reader than the early fact-compiler. For a time, publishers thought they needed to make books shorter, more photographic, with larger type and less text. But that is exactly the opposite direction from the mandates of the Common Core standards and indeed life.


So what bridge can we offer to Books of Records fans? Infographics? Maps? Gaming? We all know those eager readers are there -- what do we have to offer them as a stretch, a "next" book?


Marc Aronson



-----Original Message----- From: Merri Lindgren <mlindgren_at_education.wisc.edu> To: ccbc-net <ccbc-net_at_lists.wisc.edu> Sent: Mon, Jun 2, 2014 11:00 am Subject: [ccbc-net] Wrapping up May


Thanks to everyone who joined in May's discussion of Transgender and Gender Non-Conformity in Books for Children and Teens. Special thanks to authors Christine Baldacchino, Sarah and Ian Hoffman, and Susan Kuklin for their participation and thoughtful responses to our questions.

We invite you to take the first few days of June to make general announcements on CCBC-Net before we move to our new topic: Non-Fiction: Meeting the Needs of Standards, Engaging Children and Teens.


Merri

-- 
Merri Lindgren, Librarian
Cooperative Children's Book Center (CCBC)
School of Education / UW-Madison
4290 Helen C. White Hall
600 N. Park Street
Madison, WI 53706
608-263-3930
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Subject: Upcoming on CCBC-Net
From: Megan Schliesman <schliesman_at_education.wisc.edu>
Date: Wed, 04 Jun 2014 09:27:40 -0500
X-Message-Number: 2
Before we dive deeply into our June discussion topic, we wanted to let 
you know the discussion topics for July and August on CCBC-Net:
*July: Reading Real: Realism Is Coming Back in YA Lit.* Yes, we know it 
never went away, but the fact is over the past decade we've seen an 
abundance of fantasy and speculative fiction, including the dystopias 
and supernatural/human romances that for a number of years seemed to be 
all mainstream media saw when they glanced over into the world of young 
adult publishing and teens and reading. Now we're seeing an increase in 
works of realistic fiction, once the mainstay of publishing for young 
adults.� � During the second half of the month, we'll discuss two recent 
works of realistic y.a. fiction:
Yaqui Delgado Wants to Kick Your Ass by Meg Medina (Candlewick Press, 2013)
Charm & Strange by Stephanie Kuehn (St. Martin's Griffin 2013)
*August: Muslim* *Culture in Children's and Young Adult LIterature.* 
**We'll focus our discussion in August on portrayals of Muslims and 
Muslim culture in books for children and teens. The first part of the 
month, we'll invite discussion of visibility, representation and other 
issues.� During the second part of the month, we'll talk about two 
recent titles.
King for a Day by Rukshana Khan (Lee and Low, 2013)
If You Could Be Mine by Sara Farizan (Algonquin, 2013)
(Interested in exploring this topic in person? The Wisconsin 
International Outreach Consortium's 2014 Children's Literature 
Conference theme is "Muslim Journeys." The conference will be held on 
Saturday, August, 16, on the UW-Madison campus. For more information, to 
go:� http://wioc.wisc.edu/events/childlit/
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/
My regular hours are T-F, 8-4:30.
----------------------------------------------------------------------
Subject: Re: Upcoming on CCBC-Net
From: Megan Schliesman <schliesman_at_education.wisc.edu>
Date: Wed, 04 Jun 2014 09:39:17 -0500
X-Message-Number: 3
I apologizie for misspelling the name of the author of� King for a Day, 
one of our August discussion books (sadly, I made it a point to get it 
right and still transposed the letters) :
*August: Muslim* *Culture in Children's and Young Adult LIterature.*� 
We'll focus our discussion in August on portrayals of Muslims and Muslim 
culture in books for children and teens. The first part of the month, 
we'll invite discussion of visibility, representation and other issues.� 
During the second part of the month, we'll talk about two recent titles.
King for a Day by Rukhsana Khan (Lee and Low, 2013)
If You Could Be Mine by Sara Farizan (Algonquin, 2013)
(Interested in exploring this topic in person? The Wisconsin 
International Outreach Consortium's 2014 Children's Literature 
Conference theme is "Muslim Journeys." The conference will be held on 
Saturday, August, 16, on the UW-Madison campus. For more information, to 
go: http://wioc.wisc.edu/events/childlit/
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/
My regular hours are T-F, 8-4:30.
On 6/4/2014 9:27 AM, Megan Schliesman wrote:
----------------------------------------------------------------------
Subject: Re: NF question for all
From: "Kathleen T.Horning" <horning_at_education.wisc.edu>
Date: Wed, 04 Jun 2014 09:41:13 -0500
X-Message-Number: 4
To answer Marc's question about bridge books from stats-based books, it seems the one obvious bridge is math, specifically engaging trade books about math, such as math games, math theory, etc. Remember Anno's math game books from years ago? Do they have contemporary equivalents or are there books with more advanced math games and concepts? It seems like once we get beyond books for a preschool and early elementary audience, there are very few books about math for older kids.
--KT
----------------------------------------------------------------------
Subject: Non-Fiction: Enrichment, Engagment, and More
From: Megan Schliesman <schliesman_at_education.wisc.edu>
Date: Wed, 04 Jun 2014 09:42:08 -0500
X-Message-Number: 5
It's time to begin our discussion for June:*Non-Fiction: Meeting the 
Needs of Standards, Engaging Children and Teens
*Marc Aronson has already posed a question about qualities of 
non-fiction to attract reluctant readers. But let's also broaden the 
discussion:
What makes excellence in non-fiction writing and publishing?
We believe strongly that outstanding trade books are a natural fit for 
classroom teaching, and will align to dimensions of various standards, 
from Common Core to Next Generation Science, among others.� Just as 
important, outstanding non-fiction can feed a hunger for information, 
fulfill a wide range of interests, and engage.
We invite you to share your thoughts on everything from narrative style 
to organization to documentation to what makes a great author's 
note--something my CCBC colleague Merri Lindgren and I particularly 
love, but we imagine we aren't alone. What books stand out to you and 
why when you think about these and other dimensions of high-quality, 
narrative non-fiction?
Later this month, we invite you to join in on the discussion of two 
recent non-fiction books:
Week of June 16: No Monkeys, No Chocolate by Melissa Stewart 
(Charlesbridge, 2013)
Week of June 23: Emancipation Proclamation: Lincoln and the Dawn of 
Liberty by Tonya Bolden (Abrams, 2013)
Each author will be joining us a few days into the discussion of her book.
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/
My regular hours are T-F, 8-4:30.
----------------------------------------------------------------------
Subject: Re: Non-Fiction: Enrichment, Engagment, and More
From: bookmarch_at_aol.com
Date: Wed, 04 Jun 2014 11:47:13 -0400 (EDT)
X-Message-Number: 6
Thanks to K.T. -- I could not agree more both about math as bridge and the lack of math-as-creativity, fun, excitement books -- and I'd be happy to respond to all of Megan opening questions. But I did not mean Books of Records and stats as for "reluctant readers" -- indeed my point is that those are extremely avid, passionate readers. It is just that they read a particular kind of book, and we don't see to have great ideas for what to give them next. Part of the problem may be that we do not consider what they do as "reading" and thus label them as "reluctant" -- when they are not reluctant, they are selective. 
Marc Aronson 
----------------------------------------------------------------------
Subject: Fwd: picky readers
From: bookmarch_at_aol.com
Date: Wed, 04 Jun 2014 14:23:02 -0400 (EDT)
X-Message-Number: 7
Thanks to K.T. -- I could not agree more both about math as bridge and the lack of math-as-creativity, fun, excitement books -- and I'd be happy to respond to all of Megan opening questions. But I did not mean Books of Records and stats as for "reluctant readers" -- indeed my point is that those are extremely avid, passionate readers. It is just that they read a particular kind of book, and we don't see to have great ideas for what to give them next. Part of the problem may be that we do not consider what they do as "reading" and thus label them as "reluctant" -- when they are not reluctant, they are selective. 
Marc Aronson 
----------------------------------------------------------------------
Subject: Nonfiction
From: Dean Schneider <schneiderd_at_ensworth.com>
Date: Wed, 04 Jun 2014 14:04:40 -0500
X-Message-Number: 8
I have always loved nonfiction--as a reader, teacher, reviewer, and committee member (Sibert� recently), and I've always included nonfiction in my 6th-, 7th-, and 8th-grade English classes and in my classroom library. SInce there's more and more great nonfiction being written and published, even more is making its way into my classroom. HITLER YOUTH has been a staple in my 8th-grade class, which does a substantial Holocaust unit. Something about it is appealing to students of that age. For one thing, it is beautifully made--heavy paper, well-selected photographs, spacious layout. Many kids like the feel of the book, the smell of the new book, and most students don't want to mark up this book as they might other class books. It deals with a big topic from the angle of young people caught up in the Holocaust. And the chapters are short and "meaty." It does not read like a novel, though; each chapter presents a theme--what attracted kids to the Hitler
 Youth movement, what made Hitler a leader people wanted to follow, how were young people manipulated by their leaders, etc.� Students write reports about "Heroes of the Holocaust," and they select chapters from Milton Meltzer's RESCUE and Doreen Rappaport's recent BEYOND COURAGE to learn more before they write. These are both outstanding works of nonfiction, offering different points of view to the project. Working in a private school, I don't have to be concerned with Common Core standards, but I am always interested in high standards in the literature I select and in the discussions and writing activities I develop. 
Next year, Steve Sheinkin will be a visiting author at my school, so I'm adding his BOMB, PORT CHICAGO 50, and LINCOLN'S GRAVE ROBBERS� to my curricula in 8th, 7th, and 6th grades. 
This year, with my 7th-graders, I put together a civil rights mini-unit. We read Kekla Magoon's novels THE ROCK AND THE RIVER and FIRE IN THE STREETS. The latter had not been my plan, but the class liked THE ROCK AND THE RIVER so much that they asked to read the companion novel. Then we read Ann Bausum's FREEDOM RIDERS as a nonfiction complement (and because it takes place partly in Nashville, where I teach). Betsy Partridge's MARCHING FOR FREEDOM has been a part of our curriculum ever since it came out.
If I teach sixth grade next year, I'll put together a unit with Christopher Paul Curtis's ELIJAH OF BUXTON, Russell Freedman's LINCOLN & DOUGLASS (since Frederick Douglass plays a key role in ELIJAH), and Sheinkin's LINCOLN'S GRAVE ROBBERS, connecting with Lincoln in the Freedman book. Always looking for those connections!
So, those are some of the ways nonfiction has become a natural fit in my classroom. Granted, I worked in a school where teachers have the resources and the freedom to develop such units. But teachers still need the knowledge of the literature and the willingness to go beyond prefab materials and rote learning. And, as much as boys are supposed to be bigger readers of nonfiction, I have not really seen that in the students I teach. It still often takes an informed teacher or librarian to introduce the right books to students, books they might not gravitate to on their own. . Teachers then become connecting links between books and students. 
When Common Core was just on the horizon, I remember discussing it with Marc Aronson, and I remember how optimistic Marc was about the prospect of getting more excellent nonfiction in the classroom. But all of the news lately seems to be about the testing side of Common Core, so my question to you Marc is: Are you still optimistic that Common Core will focus on the right things--the literature and higher levels of discussion and that it will succeed in schools? (But I don't want to sidetrack this discussion of nonfiction too much by becoming about Common Core.)
Dean Schneider
Ensworth School
Nashville, TN 
----------------------------------------------------------------------
Subject: Re: Nonfiction
From: bookmarch_at_aol.com
Date: Wed, 04 Jun 2014 15:58:58 -0400 (EDT)
X-Message-Number: 9
Dean:
There are three aspects to CC: the standards; implementation; assessment (of students, then, at some time -- which varies by state -- of teachers, admins, librarians which can be tied to student performance on tests). I find the standards wonderful, the implementation highly varied, and the assessments -- of students and teachers -- most subject to question. I see a great deal of thought, care, and attention in schools -- and a much higher profile for NF. There are, of course, stumbles -- I saw one recent summer reading list that took care to add NF, but only Op-Eds and the like, because they wanted students to be exposed to differing views. That is short sighted. A summer list should be engaging, even as it serves curricular ends. I see all of this as the necessary working out of a vast and challenging upgrade to K-12.
I remain a cautious optimist.
Marc 
-----Original Message-----
From: Dean Schneider <schneiderd_at_ensworth.com>
To: Subscribers of ccbc-net <ccbc-net_at_lists.wisc.edu>
Sent: Wed, Jun 4, 2014 3:05 pm
Subject: [ccbc-net] Nonfiction
I have always loved nonfiction--as a reader, teacher, reviewer, and committee 
member (Sibert� recently), and I've always included nonfiction in my 6th-, 7th-, 
and 8th-grade English classes and in my classroom library. SInce there's more 
and more great nonfiction being written and published, even more is making its 
way into my classroom. HITLER YOUTH has been a staple in my 8th-grade class, 
which does a substantial Holocaust unit. Something about it is appealing to 
students of that age. For one thing, it is beautifully made--heavy paper, 
well-selected photographs, spacious layout. Many kids like the feel of the book, 
the smell of the new book, and most students don't want to mark up this book as 
they might other class books. It deals with a big topic from the angle of young 
people caught up in the Holocaust. And the chapters are short and "meaty." It 
does not read like a novel, though; each chapter presents a theme--what 
attracted kids to the Hitler Youth movement, what made Hitler a leader people 
wanted to follow, how were young people manipulated by their leaders, etc.� 
Students write reports about "Heroes of the Holocaust," and they select chapters 
from Milton Meltzer's RESCUE and Doreen Rappaport's recent BEYOND COURAGE to 
learn more before they write. These are both outstanding works of nonfiction, 
offering different points of view to the project. Working in a private school, I 
don't have to be concerned with Common Core standards, but I am always 
interested in high standards in the literature I select and in the discussions 
and writing activities I develop. 
Next year, Steve Sheinkin will be a visiting author at my school, so I'm adding 
his BOMB, PORT CHICAGO 50, and LINCOLN'S GRAVE ROBBERS� to my curricula in 8th, 
7th, and 6th grades. 
This year, with my 7th-graders, I put together a civil rights mini-unit. We read 
Kekla Magoon's novels THE ROCK AND THE RIVER and FIRE IN THE STREETS. The latter 
had not been my plan, but the class liked THE ROCK AND THE RIVER so much that 
they asked to read the companion novel. Then we read Ann Bausum's FREEDOM RIDERS 
as a nonfiction complement (and because it takes place partly in Nashville, 
where I teach). Betsy Partridge's MARCHING FOR FREEDOM has been a part of our 
curriculum ever since it came out.
If I teach sixth grade next year, I'll put together a unit with Christopher Paul 
Curtis's ELIJAH OF BUXTON, Russell Freedman's LINCOLN & DOUGLASS (since 
Frederick Douglass plays a key role in ELIJAH), and Sheinkin's LINCOLN'S GRAVE 
ROBBERS, connecting with Lincoln in the Freedman book. Always looking for those 
connections!
So, those are some of the ways nonfiction has become a natural fit in my 
classroom. Granted, I worked in a school where teachers have the resources and 
the freedom to develop such units. But teachers still need the knowledge of the 
literature and the willingness to go beyond prefab materials and rote learning. 
And, as much as boys are supposed to be bigger readers of nonfiction, I have not 
really seen that in the students I teach. It still often takes an informed 
teacher or librarian to introduce the right books to students, books they might 
not gravitate to on their own. . Teachers then become connecting links between 
books and students. 
When Common Core was just on the horizon, I remember discussing it with Marc 
Aronson, and I remember how optimistic Marc was about the prospect of getting 
more excellent nonfiction in the classroom. But all of the news lately seems to 
be about the testing side of Common Core, so my question to you Marc is: Are you 
still optimistic that Common Core will focus on the right things--the literature 
and higher levels of discussion and that it will succeed in schools? (But I 
don't want to sidetrack this discussion of nonfiction too much by becoming about 
Common Core.)
Dean Schneider
Ensworth School
Nashville, TN 
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----------------------------------------------------------------------
Subject: tie-in to book discussions
From: Helen Frost <helenfrost_at_comcast.net>
Date: Wed, 04 Jun 2014 22:46:31 -0400
X-Message-Number: 10
I've just read Marilyn Nelson's new book, HOW I DISCOVERED POETRY, and found many connections with our recent book discussions. It is poetry, so there's that, of course; it takes place on military bases in the 50's and early 60's and has some echoes of IF I EVER GET OUT OF HERE; and I have great admiration for the way she handles racism and the questions of language that come up for writers, especially when writing about the past for contemporary audiences. Really a remarkable book in so many ways. (The age of the speaker in the poems goes from 4 to mid-teens, so it is also a great study in voice.)
Helen Frost
---
END OF DIGEST
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Received on Sat 07 Jun 2014 03:31:12 PM CDT