Tag Archives: reading

Book Bingo

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Hopefully, you are all enjoying some meaningful (or not!) summer reading. For those interested, let’s check in on AISL Summer Reading Bingo:

Click here for the bingo card & guidelines:

Check out this shared doc for recommendations – intriguing and helpful on its own but also supportive of one of the bingo squares

Look at the AISL Instagram page for additional inspiration, particularly the #aislfridayfeature

Mark your calendars – live bingo on Monday, September 11 (at 5:00pm Pacific, 6:00pm Mountain, 7:00pm Central, and 8:00pm Eastern)

Yours in reading,

Shelagh (with shoutout to my bingo-planning partner, Catherine 🙂

STEM and Writing

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In January 2023, NCTE posted a Position Statement on the Role of Nonfiction Literature (K-12), pointing out that nonfiction is “a rich and compelling genre that supports students’ development as critically, visually, and informationally literate 21st century thinkers and creators.” During NCTE’s nonfiction webinars this summer, several notable nonfiction authors expressed a concern that nonfiction works are often compartmentalized into a once-a-year topic report. Challenged to expand and deepen the use of nonfiction in our libraries, I have been incorporating nonfiction in literacy skills projects and exploring ways to encourage students to read and write more nonfiction. Here are some initial projects and future musings to enhance nonfiction reading and writing.

Launch Writing with a STEM Experiment
Patricia Newman, author of Plastic Ahoy and Planet Ocean, shared a fascinating STEM demonstration about ocean acidification at a TLA session (April 2023, Austin, Tx.). I adapted this STEM experiment to launch a writing activity with 7th grade creative writing students. 

Step One: (See experiment details in “A Tale of Two Acids” by Meg Chadsey)
A purple cabbage solution was used as an indicator solution in three containers. Students added lemon juice to one container and noted the dramatic color change as this citric acid reacted with the indicator solution (cabbage solution). 

Step Two:
Students watched a short clip from this Smithsonian video about the effect of carbon dioxide and ocean acidification on coral reefs. Students were asked how they could add carbon dioxide to one of the solutions to mimic the effect of carbon dioxide on oceans. Students guessed that their own breath could be added to the solution, and a student used a straw to blow into a second container of cabbage solution to see how carbon dioxide would affect a base. A color change again happened. 

Step Three:
Students were shown two photos of coral reefs, one healthy and one damaged by ocean acidification.

Students read a poem by a first grader at our school. The poem described the beauty of coral reefs, the coral resembling “underwater flowers in an ocean breeze.” Using the second photo of the damaged coral reef, students created a word bank to describe the contrasting appearance of the coral. Some words included “cemetery, white bones creeping out of the ground, and brittle branches.” The word bank inspired individual poetry writing, then collaborative writing to combine their best poetic lines about the damaged coral. Poetic imagery included “a coral city turned cemetery,” “spindley winter trees,” and “what used to be rich in color, rapidly changed to ghostly white and night black.”

Read to Write: Environmental Poetry
As a follow-up writing activity, students browsed nonfiction books about a variety of environmental topics of concern, and used database articles and online news stories. After identifying an environmental topic that interested them, students cited the nonfiction source and created a Word Bank from words in the article or book; these were words that resonated with them as important.

Here is an example of one students’ planning template, and following is the poem inspired by an article about the Colorado River water crisis.

River Run Dry
Sylvie C.

A coming quarrel of a river run dry
The basin on which seven states rely

A craggy, cracked channel soon to be empty
Used to be a source of plenty

The futile fight for conservation
Is an endless conversation

Aridification of the West:
Overuse of water on human’s request

The carver of a canyon grand
Now barren bones atop the land

Putting the A in STEM
As a final art activity themed to environment and nature, this video by artist and designer Raku Inoue demonstrated creating Insect Art out of garden clippings. Using garden clippings from my home garden, students selected leaves, twigs, berries, and flowers to create their own insects. Students loved designing nature insect sculptures, and the textures, shapes, and colors of the garden clippings inspired distinctive insect “personalities.” Below is a sampling of their insect art.

Encouraging Nonfiction Reading and Writing
Each year the library and creative writing teachers co-sponsor a literary magazine, and writing contests have been a popular way to generate writing and art submissions. This year’s writing contest will be themed to the environment (in praise of our natural world and ways to be better stewards of our environment). Creative writing students will be challenged to create a promotional video for the environmental writing contest by using their colorful insect nature art. These insects will be animated in a promotional video using the Puppet Pals app.

The library will be displaying nonfiction titles themed to environmental conservationists and activists, endangered animals, environmental concerns, and national parks. Suggested reading lists for environmental books have been created in Destiny Collections so that teachers and students can browse library titles available in print and through our digital SORA collection. To highlight nonfiction book checkouts, stuffed toy birds will be “nesting” at our circulation desks, and when a student checks out a nonfiction book, they can celebrate their nonfiction book checkout by pressing the stuffed bird for an authentic bird song.

Future Plans
Here are possible ideas that will be explored further this coming school year:

  1. Recycle/Upcycle Fashion Show
    Student-created designs would be paired with informational displays highlighting environmental concerns. Creative writing students have already interviewed Tina Davis, the owner of a Houston vintage clothing store, and the interview generated several creative ideas to possibly pursue. Tina Davis stressed the importance of “buying less and choosing more.”
  2. STEAM Literacy Event
    Nonfiction library books displayed with related STEAM activities.
    Students would facilitate STEAM demonstrations as visitors browse the display tables.
  3. Environmental Podcast
    Our creative writing students may be collaborating with our STEM teacher and her Digital Design class to create podcasts highlighting environmental concerns.

The goal of these STEM and writing activities is to spark students’ curiosity and deepen their awareness of environmental concerns through thoughtful reading of nonfiction writings. Please share the ways you enhance students’ reading of nonfiction and incorporate nonfiction in your literacy skills programming and collaborations with teachers.

The Joys of Book Juggling

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As I sit at my desk trying desperately to focus between questions, printer drama, and the need to tell that student that he can’t surf wheelie-chairs in the library, all while trying to will away the constant din of conversation on the the silent floor, I’ve decided to write this post about something a little further from my day to day. Today is the last day of regular classes here, so the real day to day is ending for the year. We are moving into exams and then those year-end traditions that transition us into summer, off to college, up a grade level. So I’m taking a moment to pause, and invite you to my reading realm.

I never used to be a book juggler. I get so invested in each book that I don’t want to be reading anything else until I’m done with the characters, ideas, and worlds that I’m so immersed in at the moment. Over time though, and for a variety of reasons (children, long commutes, competing desires), I’ve shifted to being someone who is often reading at least 2 books at any given time. Right now I find myself in the delicious early pages of two pleasure books, while also slowly eking my way through one “work” book.

One aspect of book juggling I have come to appreciate is how the mental hangover from one to the next can sometimes lead to interesting connections and insights. Because I’m still mulling through the as-yet-unresolved thoughts and threads from one book as I shift to pick up the others, I bring those muddled thoughts to a new context and I often apply the same questions there.

Looking back at my reading list since the start of 2023 I’ve been on a real fantasy kick: Bardugo, McGuire, Roanhorse, and Clarke.There are other books mixed in, but fantasy easily sweeps me up. Rarely is a new world contained in just one book, there are trilogies and series to fall down the proverbial rabbit hole into. So, it was, in fact, a bit of a surprise to myself, when this week I paused and realized I was juggling 3 non-fiction books for the first time in a while.

I picked up Gathering Moss: a Natural and Cultural History of Mosses, by Robin Wall Kimmerer when my kids brought me to the bookstore for Mother’s Day. A few days after I started reading, I was not entirely surprised to find out that our Environmental Science teacher is also reading it currently. Kimmerer’s Braiding Sweetgrass has been a book that clearly made an impact on our school in the past year. The only book at all mentioned in our weekly Meeting for Worship, it has actually moved students and teachers to speak at three different Meetings with entirely different queries. Given how infrequently our community has been moved to speak at Meetings this year, it is clear that this book has power. Beyond that, it has also been one of the most frequently shared books by faculty on our “What’s We’re Reading” display. I myself managed some strange hybrid of both devouring and savoring Kimmerer’s words when I read it last year. Gathering Moss has been on my to-read list ever since.

Also sitting on my list for several months has been Katherine May’s Wintering: the Power of Rest and Retreat in Difficult Times. After reading an old NPR review sometime last fall, I’ve been intrigued by the narrative and mildly anthropological exploration of wintering, which May describes as “a fallow period in life, when you’re cut off front he world, feeling rejected, sidelined, blocked from progress, or cast into the role of an outsider.” As someone whose personal “to-visit” list is topped by northern destinations, May’s inclination to also turn north for strategies to manage the cold and dark times in life piqued my interest (and also makes me want to make time for a sauna).

Meanwhile, on my desk at work, sits Attention Span: a Groundbreaking Way to Restore Balance, Happiness and Productivity, by Gloria Mark. I find no shortage of irony in my inability to focus on reading it between notifications on my laptop and students dropping by. I often intend to read something professionally useful in the earliest part of my mornings, between opening the library at 7:30 and the end of first period. While most of this year those have been books more specifically on pedagogy, Attention Span caught my interest to perhaps help me to understand our student’s device dependance (and that deep discomfort they feel at being physically separated from their phones when I have to confiscate ones being used against our device policy) and also think through those tensions of student stress at just how much homework they have, declining mental health, and simultaneously large amounts of free time during the school day used in academically unproductive ways. Perhaps understanding a bit more about attention will give me some insight, too, into how to physically structure our library space to serve the real needs of our students.

Photo by Mick Haupt on Unsplash

Right now, in the early stages, there are threads from each that I want to tease out. I see the importance of cycles shining through. Nature and people cycle through seasons, we need dark and light, joy and sadness, energy and rest. Mosses thrive in moisture and go dormant in drought, only to reemerge healthy when the conditions are right again. Our attention needs both focus and distraction in order to maintain balance–we cycle out of deep focus to periods of rote engagement in order to restore our ability to enter periods of focus again. The restorative and calming power of nature is there too. Pause, look closely, notice the details. Kimmerer describes how her world changed upon first seeing a snowflake through a magnifying glass–that experience taught her that there was more to see if we look closely. Observation is akin to mindfulness in ways that appear through May’s writing, from nature walks to mid-night watches and restorative baking. I also see threads of a need for acceptance. May finds power in accepting winter as part of life. One cannot simply avoid that cold dark season, by accepting winter one can prepare and embrace the unique parts of that season. So too, with our attention. Times of distraction restore our ability to focus. Accepting that not all our time will be focused we can better consider how to be distracted well. These are some of the threads that seem to connect from all sides. As I turn the last page in these and the juggling act shifts, I look forward to where else the interleaving of pages will take me.

In the meantime, I’m really excited for the change in our cycle that comes with the end of classes. In my reflective mood, the exam period feels like an important liminal moment in our year. Soon we will have various ceremonies, formal and informal, where our students will transition. Our juniors become the senior class of 2024, our graduates become alums. The academic cycle moves us all into summer. And I, for one, am ready to accept the summer.

Building Knowledge in the Age of AI

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I was tempted, but this blog was not written by AI or any Chatbox, one who loves me or not. But this piece is all about AI and its implications for librarians and education.  It seems we can expect a flood of texts written by AI from now on.  The question is how reliable will they be? Will the program pull from authoritative sources?  

As of now, AI  has no access to the “invisible internet” of database resources or print books that have not been digitized.  Nor, does it have materials uploaded after 2021.  When these programs scan sources, how will they determine the value of the sites? Just look for similar language and phrases? These questions have important consequences: for example, a  recent Nature article noted that scientists were fooled by such texts.

The increasing usage and acceptance of AI, presents challenges and new opportunities.  Perhaps the most important skill or students will need going forward will be to assess the accuracy and relevance of texts.  Yesterday, for example, the International Baccalaureate (IB) program announced that it would accept AI  generated material if cited properly. Matt Glanville observed that “When AI can essentially write an essay at the touch of a button, we need our pupils to master different skills, such as understanding if the essay is any good or if it has missed context, has used biased data or if it is lacking in creativity.” So, assessing content will be vital.  Granville states, “These will be far more important skills than writing an essay, so the assessment tasks we set will need to reflect this.” This approach is fine as long as students have time in school and home, to acquire this content in the age of distraction.

Emphasizing skills rather than content has become a trend lately. Memorizing facts is seen as boring and unnecessary.  The idea being students should learn the skills to “do” history and science like  the professionals..  Content could be learned later, or just by “googling” something as the need arose  But if you don’t have a solid foundation of basic facts, how you can judge the credibility of AI-generated content?   Will readers take the time to assess each fact?  Of course, these demands were present with human-generated content, but now the need is greater.  Perhaps it will help that the National Council of Teachers of English is placing greater emphasis on reading nonfiction.  

Of course, the role of librarians is clear: acquire and highlight noteworthy, human-authored background content and nonfiction so that students can build this important reservoir of background knowledge when they encounter new texts, regardless of who or what created it. Encourage the idea that reading for information can be fun, especially if connected with previous knowledge and interesting facts.  It will be essential in a world dominated by texts produced in 5 minutes by AI.

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Creating a children’s collection in a high school library

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I don’t think our high school library is unique in getting requests for children’s materials from time to time. Whether for young families living on campus or our students tutoring young kids from our local community, we’ve had a number of picture and chapter books on hand for years.

This year, 2 members of our library team decided to formalize this collection and did so by harnessing the power of  Week Without Walls (WWW), an annual event when all Senior School students & staff perform volunteer service in our area, including some sites on campus. 

One month prior to WWW, a team member emailed staff & posted a notice in the parent newsletter, asking for donations of books suitable for up to 12 years of age; 10 families donated a total of 203 books.

When the week arrived, 4 students were assigned to this WWW group based on their shared passion for reading & children, and over the course of 8 hours:

  • Reviewed donations; a handful of books didn’t make the cut based on physical condition and appropriateness
  • Created a variety of materials to support the collection including identification stickers (items aren’t barcoded so the stickers highlight where they are to be shelved) and dividers noting their creative and unique categories, such as “Kids in Charge” and “Interactive” (pop-up books and I Spy), “Guide for Life”, along with some traditional genres.
  • Colourfully painted book ends (seen above)
  • Bookmarks that celebrate and encourage reading 

Initially, the students were keen to catalogue the books so that they’d be searchable in our database but time didn’t allow for this, although it was great to have students get a glimpse of how much goes into this detailed behind-the-scenes work.

I’m grateful to work with colleagues who created such a meaningful initiative for our students and for students who enthusiastically embraced the opportunity!

Summertime reading hits different

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We’re in Illinois for the next several weeks, in my childhood home in a small town in the middle of the state. Shifting gears from Los Angeles means there is an abundance of time and space and quietude. There is nothing to do here, really. Oh, there are plenty of pleasant, quiet, serene outings that take up a morning or an hour – the Abraham Lincoln New Salem village, the tiny zoo, a walk around the duck pond, a trip to the drive-thru coffee shop. I can drive my son past my old high school and show him where I played in the park as a kid. There are scrambled eggs in the morning, sandwiches at lunch, dinners made by my mother in the evening. It’s an absolute retreat from the world of Los Angeles, and my parents’ house is a house designed for reading. Every chair with a lamp and a side table and a foot stool. Every table with a pile of books and magazines. Trips to the well-appointed public library happen every other day, at least.

For me, reading in the summertime just hits different. I read more, for one. I may read three or four books a week, because I can read for several hours a day. I read more indiscriminately because my purpose has shifted. During the school year, I most often read for business. I keep up with trends, I vet books for the collection, I read teacher or student recommendations, I re-read a book that’s going back into the curriculum, I skim, I assess, I “librarian”. Summertime reading, however, is just for me. The activity itself is the purpose. The long, lazy mornings on the patio or the sofa with coffee. The heat-induced siestas where my eyes close for a few minutes and that drowsy, timeless feeling blurs the lines between my book and my dreams. The quiet nights where I read long past my bedtime because I don’t have a bedtime, for now.

If you looked through my goodreads ratings and isolated the summertime books, you’d see a whole lot of five stars! Five stars! FIVE STARS! That’s because I also like books more in the summertime. I like books more because I’m not judging them or studying them. I’m just enjoying them. In summertime, a five star book is a book I had a great time reading. A book that swept me away, or kept me guessing, or just filled the time pleasantly. Maybe the ending was too tidy or too swift, and maybe there are holes in the plot, and maybe this character wasn’t so well developed. Who cares? It’s summertime! Did I enjoy reading it? FIVE STARS!

I can’t help but wonder if my students get to experience this transformation in summertime. I suspect some do, if they aren’t over-scheduled by summer school, internships, camps, sports, etc. If their summers include empty time, do they fill it with murder mysteries and romance novels? Perhaps. For many of them, their required summer reading is likely to be looming over them, making summertime reading bliss harder to achieve. Do any of them read those books first, to get them out of the way so they can relax into their library books? I doubt it. They wait to read them until late summer (if they read them at all) to make sure the book is fresh in their minds for the first days of school when they’ll need to retrieve details for discussions and essays and possibly even quizzes. With Jane Eyre sitting on the bedside table, lurking, can they sink into a cozy fantasy novel without guilt? Do they lose themselves in a random bestseller if 1984 is just sitting there, daring them to start annotating it?

Every summer I think about this. Every summer I think that maybe I should create a summer reading challenge, or a summer reading book club, or a summer reading incentive for my students. But then, wouldn’t my own summertime reading become business again? I haven’t been able to make that sacrifice for my students. It means too much to me to have this retreat from my professional life. Perhaps if my school’s campus and library were open all year, it would be different. I know for some of you, you’re working right now, and summer reading programs are part of your school culture. At my school, everything goes quiet. There’s a little summer school, and then the campus empties. If I built it, would they come? Maybe. But for now, I’m going to go make another cup of coffee and pick up my next book.

What does summertime reading mean for you? Did you just go to ALA and pick up a new stack of ARCs? Do you use your summer to binge watch all the shows you missed during the year? I’d love to hear!

My most recent reads: Lessons in Chemistry by Bonnie Garmus, The Woman in the Library by Sulari Gentill, Beneath the Stairs by Jennifer Fawcett, Search by Michelle Huneven.

Visually Thinking with Sketchnotes

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Leonardo da Vinci is noted for many accomplishments in the fields of art, science, and invention, but he was also a master in the art of sketching. His notebooks filled with drawings and observations about the world around him reveal a mind that was insatiably curious and adept at making connections. This image from one of his notebooks exemplifies how his mind leapt from one observation to another. The flowing drapery of the pictured old man is mirrored in similar energetic linework on the facing page that depicts swirling water.

Leonardo. Whirlpool and Old Man. Britannica ImageQuest, Encyclopædia Britannica, 25 May 2016.
quest.eb.com/search/109_225206/1/109_225206/cite. Accessed 20 Jun 2022.

Though visually thinking with sketches is nothing new, educators and businesses have been exploring the merits of Sketchnotes as a way to communicate ideas in a graphical format. Sketchnotes can take a variety of forms, from simple infographics, to stick figures, to complex representations of processes (such as cell division).  A book by Tanny McGregor, Ink and Ideas: Sketchnotes for Engagement, Comprehension and Thinking (Heinemann, 2019) provides several examples of introducing Sketchnotes in the classroom and using this technique to spark student thinking. I took a dive into Sketchnotes after reading Ink and Ideas, and the following examples and reflections show how Sketchnotes can be used to enhance discussions of books. 

Book: The Magnolia Sword by Sherry Thomas

Reflection:
The first two chapters of The Magnolia Sword by Sherry Thomas are a master class in writing: introducing compelling characters, setting up conflict, and suggesting a trajectory (quest) that will set these characters on a future collision course. 

Specific details from the chapters were first annotated in a journal and certain words circled that would be emphasized in the Sketchnote (such as “Fated to Clash”). As I sketched in pencil the preparatory drawing, I decided to group textual quotes by the two characters, shown separated in the sketch by the Great Wall of China (denoting the location of the story). The textual quotes highlighted in the sketch show the fierce martial arts skill of each adversary while also suggesting their mutual attraction to each other (Mulan faces her opponent with both trepidation and thrill while Yuan Kai muses that if circumstances had been different, they might have met as friends). Transferring my journal annotations into this graphical format helped me to compare these two characters while also hinting at future conflicts (Mulan’s father bent on pursuing this feud and the looming threat of the Rouran Invaders).

Book: Jennifer Chan is Not Alone by Tae Keller

Reflection:
I read Tae Keller’s book as an ebook, so my journaling notes were added in the notes section of the ebook. I discovered that these reflection notes were not as detailed as when I read a print copy and took pen and paper notes.

For my Sketchnotes design, I chose a basic template so that I could plot story events  highlighting major moments in the book. I represented events around a quote by the main character, Jennifer Chan: “We pull each other close, we push each other away.” The pictured events show this tension, some frames denoting hurtful actions and some frames denoting moments of healing.

Though plotting story events is a helpful exercise, this type of Sketchnote would need to be supported by questioning to reveal the richness of the message of this story and the dynamics of the the characters’ grappling with the worries, pain, and hopes. Question prompts might include Which character would you befriend? or, Which characters’ actions were hurtful and how would you respond to that character? 

Creating these Sketchnotes was a fun exercise in making visual the ideas that surfaced as I read these books. The process of reflecting on the sketches helped to clarify connections and prompt questioning for book discussions. Though these Sketchnote examples are not Leonardo masterpieces, this process was a fun and thought-provoking experience. I invite you to take pen and paper and try your hand at Sketchnotes.

#BookTok: the collection development tool I never knew I wanted and now refuse to live without

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I love TikTok. Like, I really love it. Years from now, when we’re all sitting around talking about what got us through the COVID era, TikTok will be one of the things at the top of my list. It’s brought me so much comfort, joy, and humor. It’s a place I’ve returned over and over for solace and escape. For the year we were remote-teaching, it was pretty much daily that I would call out to my family  “I’m taking a TikTok bath!” and then disappear for an hour into the bubbles, aromatherapy, and TikTok trends that would soothe my weary soul. I don’t create any content, but I follow hundreds of creators, from gardeners to miniaturists to satirists to frustrated and exhausted educators. I’ve learned to hack my instant ramen, make super spicy chile paste, and marinate mayak eggs. I’ve witnessed epic thrifting hauls and seen women sewists craft exquisite period costumes. I’ve found daily affirmations and asmr creators that bring my anxiety down three notches in an instant. I’ve learned new vocabulary and word origins, toured ruins, and been exposed to obscure historical trivia. I’ve seen a lot of talking dogs. It’s been a safe haven and a gift.

Little did I know that this habit would also lead me to one of the best collection development tools ever – #BookTok! If you are not familiar, BookTok is a community of readers, book lovers, collectors, preservationists, sellers, and librarians who make videos about what they are currently reading, what’s on their tbr lists, their favorite books, their least favorites, you name it. BookTok occasionally includes controversies, just like any social media community, but mostly it’s just a lovely place to learn about new (and old) titles and authors. In some cases it has even driven books onto bestseller lists or revived the popularity of older titles. In many cases, my students have read books because they’ve seen them on TikTok, so it’s also been an unexpectedly effective readers’ advisory promotional tool that I am super grateful for. I love it!

Here are some of my favorite BookTokkers and why I find them especially informative in terms of collection development.

@the.ace.of.books

This booktokker reads a lot. She posts frequently with weekly reading updates, and also sometimes does one-off posts about specific titles or addressing questions she receives in the comments. She sometimes talks about how her ADHD and ASD inform her reading choices, which is a great way for me to think about how to best serve my neurodivergent student population via collection development. I really love the variety of titles she reads. While she is perhaps primarily a fantasy reader, she also reads poetry, nonfiction, literary fiction, memoir, and more. Also, because of her popularity, she often receives ARCs or other gift boxes from publishers and subscription services, which means I’m also kept up-to-date on what’s in the hopper in terms of new releases.

@schizophrenicreads

This booktokker also reads a huge number of books, though he focuses almost exclusively on nonfiction. He reads widely across subject areas. Most of his picks are very current, which is helpful to me because I sometimes think keeping track of new nonfiction releases is like drinking from a firehose. He makes great connections between titles, often talking about how one book he recently read reminds him of another, so many of his videos offer multiple points of entry for thinking about nonfiction curation. He also values excellent writing, not just interesting content, and so is a really good source for essayists and literary nonfiction.

@bookpapi

This booktokker is an independent bookstore owner (Golden Lab Bookshop). He’s an excellent source for titles by authors of color, and particularly Latinx/e authors. He talks a lot about decolonizing book collections and intersectionality, and so regularly offers alternatives to mainstream titles that, while good or popular books, are representative of the dominant culture rather than exploring marginalized voices. His store’s website has really nice curations, and he offers a BIPOC Lit mystery subscription box, which is cool.

@schulerbooks

This is one of many independent bookstore BookTok accounts. I like this type of account because of the “book challenge” structure of most of their videos. One person working in the bookstore will issue a challenge to their coworkers to find a certain type of book – scariest book, book with the best ending, book that made you cry, etc – and then you get to watch all the bookstore employees go find their books and give a short ‘book talk’ about why they chose it. This is great for me for a few reasons. One, I get to hear about new books. Two, I get ideas about fun curations or displays for my library because of the challenges they do. Three, I get a glimpse into how independent bookstores organize their collections, which is helpful as I consider ways to genrify and de-Dewey portions of my collection.

There are SO many great BookTok accounts out there, I couldn’t possibly list them all. I’ve encountered so much variety and diversity on this app, and of course I didn’t even scratch the surface with this post. I’d love to know what your favorites are and why you like them!

Around the World in 80 Books

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I find upper school programming a delightful challenge, so this year I debuted a program for our upper school community to promote global reading. This year-long program–Read Around the World–started as a riff on Jules Verne’s Around the World in 80 Days, encouraging students to read books from a curated collection of books from 80 different countries.

Why? Well, in 2019, according to Statista, the top 4 US publishing companies published 98,800 new titles–a mere 737 of those titles were published in translation, fewer than 1% (0.74%). Even among those works in translation, there is not nearly the diversity one might hope for. Though there were 52 original languages of publication, 79% of the titles translated were translated from a European language, 14% from Asian languages, 7% from Middle Eastern languages, and a mere 0.2% were translated from an African language. Think of all the books we’re missing out on!

I know I’m preaching to the choir when I claim that through reading we are able to work towards eliminating what author Chimamanda Ngozi Adichie calls “the single story” and the proliferation and reinforcement of stereotypes. The problem with a single story, she notes, is the way that it “creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete.” Furthermore, there are many stories that go entirely unheard when we read and engage solely, or primarily, with literature that is written by U.S. or British authors for American and British audiences in English.

That same data did make this program a challenge–to add exciting global literature to our collection that may not be readily found in our traditional lists, to read as much of it as possible, and to keep things equitable. To facilitate the latter, I selected a number of books from each continent proportionate to the number of countries within that continent.

To provide boundaries to the massive curation project that this otherwise could have become (it was big enough as is!) I gave myself the following criteria:

  • Works of fiction (most were novels, but there were some other formats too–poetry, short stories, graphic novels).
  • The author needed to be from the country and, when possible, currently residing there; there are certainly countries with extensive censorship and authors in exile. Ex-pat and immigrant authors will be another program for another time. I also preferred authors writing for their own country-folk as an audience, so I was often getting books in translation. Furthermore, in formerly colonized countries, I sought out indigenous authors.
  • They needed to be recent–most of the books were from the past few years. In a couple cases I had to dig deeper in time in order to meet my other criteria, but this was not the time for “classics;” I wanted students to be reading fresh works.

In the end, the list included 105 books from 81 countries, which allowed some elements of choice (some countries had 2 books to choose from) and permitted the inclusion of sequels. 

Digital Passport
Digital Badges/Passport Stamps

Once I had the books, it was time to make it a program. For fun, I gamified it through our school’s LMS (Canvas) by creating a class for the program and badges for each country through Badgr, which allowed the process to be pretty automated once it was all built. In order to get students into the program “course,” they were invited to apply for a passport from the main library page through a link that added them to the program course. From there, they can get their passports stamped (with the badges) for each country from which they read a book. Badgr provides a dashboard so participants can see their badges/passport stamps, and what badges/stamps all other participants have earned. Students can also earn badges like “Globe Trotter” for getting a stamp from each continent and “Region Rover” for sweeping a stamp for every book in a continent. I’ll award prizes at random throughout the year by drawing a name from anyone who is participating, as well as at the end of the year to whoever reads the most globally. 

In addition to the gamification, the global books are on display all year organized by genre, with a rotating featured display each month of a particular region. This keeps the books visible while also allowing me to put fresh subsets in front of our community in new ways through the year so the program doesn’t get stale.

Europe books on a display. Covers from earlier displays (North America and Oceana) will be joined as the year progresses.

We’re only mid-year but I’m calling this one a success already. So far, books from the Read Around the World program have 66 checkouts. For one semester, I’m thrilled. Perhaps more tellingly, our global books account for a full 25% of all fiction checkouts so far this year (through January 1). I’ve also tried out new tools for gamification, acquired great books for our collection, and personally read books from Samoa, Tonga, New Zealand, Australia, Sri Lanka, Nepal, Iceland, Greenland, Canada, Mexico, Guatemala, Brazil, Barbados, Nigeria, China, and Vietnam. I have more regions yet to visit!

One School, One Book – fingers crossed and breath held

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[Correction: I originally credited one of the guides linked in this post to Amy Voorhees. The guide was actually created by Nancy Florio. So sorry for the error!]

The summer before I arrived at this school, someone made an attempt to start an all-school summer reading initiative. It did not work out. I don’t really know the details, but from what I gleaned in the aftermath, the book wasn’t chosen carefully enough, buy-in wasn’t built…I’m not sure what else happened. All I know is that there were boxes of unused copies of the book in my library storage room and a clear “don’t try this again anytime soon” vibe coming from pretty much everyone. So, I didn’t. Until now.

Thanks to a graduate of the class of 2021, we are launching One School, One Book for summer 2022. Brenna spent her senior year conducting research on books that are and are not typically assigned to students in independent schools through their English sources. She did this for her Honors Statistics Research course, one of our six capstone courses for seniors. She concluded not only that many voices are underrepresented in high school English courses, but that some types of stories may be better experienced outside of class and within different kinds of reading communities. In the end, she proposed One School, One Book (OSOB) as a new way the school can engage students and community members in reading experiences that act as mirrors for some, windows for others, and (we hope) provide an opportunity for community-building around literature.

Her proposal was approved, she graduated, and then it became time for me to make this happen. Eeks! For those of you who do this regularly, you rock. So far, it’s a bigger undertaking than I imagined, but it’s so much fun. While we’re experiencing a few novice hiccups, things are chugging along. We started by consulting the ALA guide and this excellent one from Nancy Florio at an AISL Summer Institute (thanks, Nancy!). We then set out to create our book selection committee, which consists of twenty-two members – a combination of current students, alumnae, teachers, staff, and parents. We drafted a mission statement:

One School, One Book (OSOB) brings the Flintridge Sacred Heart community together – students, faculty, staff, alums, and parents – to share a reading experience that amplifies the voices and experiences of  mis- or underrepresented individuals and groups. It is an opportunity to discuss stories that may diverge from our own lived experiences, as well as to find our own stories in the books we read. One School, One Book  is designed to engage our minds collectively, to exercise our compassionate hearts, and to open our arms to diverse and inclusive perspectives. 

Then we started talking about books. In the beginning, we created a list of thirty-eight books (curated by library staff and some committee members). After reviewing synopses and book reviews, we narrowed our list to five titles that the committee would read over the course of about two months. They were all YA titles, since we wanted to keep the books suitable for all students grades nine to twelve, and since we wanted the protagonist to be in that age range. We were sensitive to the length of the books and our students’ other summer reading and homework obligations, so books over 325 pages were excluded (a difficult choice!). And then, we read.

Committee members submitted written feedback as they read, but the best discussion came from the zooms we held during those two months. It was so much fun to talk with these amazing readers about the books in such detail. Would the story resonate with our community? What would our students gain from reading each book? What community engagement opportunities would there be? How will we create excitement around whichever title we choose? This has been, so far, my favorite part of the process.

Did I worry at one point that we wouldn’t agree on a book and that we’d have to delay another year and that the entire thing would crumble before we’d even really started? YES! Our entire committee agreed that if that happened, it would be ok. We’d try again next year with another batch of books. We wouldn’t be discouraged.

We voted, and though not everyone was head over heels about the same titles, we did have a clear majority winner. This summer, our One School, One Book selection is Darius the Great is Not Okay by Adib Khorram. We are so stupidly excited about this book! It may seem odd to have chosen a book about a boy for an all-girls school, but it’s actually a great fit. Darius is a fantastic kid, for one. And a book about a boy may ensure that none of our students feel completely spotlit by our selection, which some of the other books may have done. Darius includes important storylines about friendship, family connections, depression, intergenerational communication, and living with multiple identities (not all of which feel ‘right’ all the time). It also includes soccer, tea, Star Trek, and lots of other topics that we can design activities and events around for the fall.

Now that we’ve chosen the book, it’s time to really get down to business. This is where novice hiccups will probably show up the most. We’re going for local bookseller sponsors, parent involvement, faculty buy-in, student buy-in, and the participation of our entire community. Will this effort flop like the one more than a decade ago? I really don’t think so (fingers crossed and knock on wood). We’ve been thoughtful and thorough so far, I believe. We have a great team assembled, I know. We are flexible. We are ok with some novice hiccups.  If this all works out, we’ll have an annual program in place that was started because of a student’s capstone project, which is pretty cool. 

So wish us luck! And for those of you who’ve done this before, please send advice !