Friday, July 1, 2016

Reading and Blogging Goals 2016: Mid-Year Check-In (plus, a short blogging vacation!)

Yesterday marked the halfway point in 2016: six months down, and six months to go. Since I set myself quite a few goals at the start of the year, I thought it would be a good idea to check in and see how and whether I have been progressing. 


Goal #1 Fumble Through Fantasy

I am fumbling just as much as I thought I would, and my original reading list has changed quite a bit already, but I am sticking with it, and I have every reason to believe I will have finished 25 fantasy novels by the end of the year. Here are the titles I've done so far:


Goal #2: Organize my social media content. 

When I made this goal, I had the idea that I would start keeping track of where and when I posted things, and try to schedule my Facebook and Twitter posts more regularly. For a while, I even designated Sunday night as the time when I would schedule out all my social media posts for the week. Interestingly, though, others have started sharing my content very efficiently on Twitter so I haven't felt that it was necessary for me to do more than have the links automatically posted there each time something new is published. And I post enough to Facebook to feel like I am giving people a reason to visit the page, so I haven't done anything more to formalize this process. And I have figured out Instagram, and I will keep working on improving that, but that's more because I enjoy it than because I'm trying to promote the blog. I would still like to look for ways to find new readers, but I think I have to work on figuring out my blog's true identity and focus before I do anything else major in the way of promoting it. 

Goal #3: Participate in more read-a-thons and challenges.

So far this year, I have done Bout of Books twice and joined in Armchair BEA. I'm also reading a book a month for Newbery Through the Decades, which has been a lot of fun and has helped me fill in a lot of gaps in my reading. I was disappointed to learn there wouldn't be a 48 Hour Book Challenge this year, since that's one of the few events that really involved a lot of children's book bloggers, but even when I'm one of the few kidlit readers, it's still fun to join other challenges. I also did the A to Z Blogging Challenge in April, which was a great way for me to take a break from my  regular blogging style and try something new. (I read 26 picture book biographies. You can read about them here.)

Goal #4: Write a page of fiction five days a week. 

Less than a week after I gave myself this goal, I had already crossed it off the list. Either I don't enjoy writing fiction anymore, or I just have too many other things going on to really focus on it, but the idea was to write for fun, and there was nothing fun about it. My new goal is to write some shorter children's poems and see about submitting them to magazines like Highlights Hello, Highlights High Five and Babybug, but this is more of a long-term goal and not something I plan to focus on very heavily during the rest of 2016. 

Goal #5: Relocate, rebrand and rename the blog. 

I have lots of ideas in the works for this, but this will not be the year for putting them into action. I think I know what I want to do, but it's going to require more work than I can accomplish in the remaining six months of 2016. This may be a goal that comes to fruition in 2018 instead. 

In over five years of blogging, I have never really taken a formal break, but that is about to change. Today's post is one of only a handful I will be publishing during the month of July. Old School Sunday will continue throughout the month, with a couple of Fumbling Through Fantasy reviews thrown into the mix, but otherwise, it will be mostly quiet here until August. See you then! 

Thursday, June 30, 2016

Review Round-Up: Books for Beginning Readers, June 2016

Easy Readers


I was thrilled to see reviews of some favorite vintage easy readers this month! Liz's Book Snuggery featured Little Bear, while Becky's Book Reviews highlighted the Frog and Toad books: Days with Frog and Toad, Frog and Toad All Year, and Frog and Toad Together.

Jean Little Library reviewed two nonfiction titles: Ellis Island and Weird But Cute: Barn Owl

Other easy readers reviewed this month were We Dig Worms (Prose and Kahn), The Real Poop About Pigeons (Flying Off My Bookshelf), Duck Duck Porcupine (Kids Book a Day), The Long Dog (Waking Brain Cells), and the Bradford Street Buddies series (here at Story Time Secrets.)


Chapter Books


There was lots of variety in the chapter book reviews this month!

I reviewed a whole bunch here at Story Time Secrets. In my Recent Library Reads post, I featured Amy Namey in Ace Reporter and Triple Pet Trouble from the Judy Moody and Friends series, Mouse Scouts, Race the Wild: Savanna Showdown, and Misty Inn: Welcome Home! and in my Summer 2016 edition of a new feature called Chapter Book Check-In, I reviewed these new and soon-to-be-published titles: Angel Wings: New Friends, Cody Harmon, King of Pets, Meet the Bobs and Tweets, Pearl's Ocean Magic, Backyard Witch: Jess's Story, The Toad, Slingshot and Burp, Where Are You Going, Baby Lincoln?, Piper Green and the Fairy Tree: The Sea Pony, and Chime Travelers: The Strangers at the Manger.

Jean Little Library had three chapter book reviews: Stella and the Night Sprites: Knit-Knotters, Silver Pony Ranch: Sparkling Jewel and Stick Cat 

Other chapter book reviews included Bea Garcia: My Life in Pictures (Ms. Yingling Reads), My Weird School Fast Facts series (Mom Read It), Little Dee and the Penguin (Waking Brain Cells), MVP: The Gold Medal Mess (Kids Book a Day), The Great Mouse Detective: Basil of Baker Street (Geo Librarian), Bucky and Stu Vs. the Mikanikal Man (Prose and Kahn), and Lighthouse Family: The Otter (Flying Off My Bookshelf)

Tuesday, June 28, 2016

Reading with Little Miss Muffet and Little Bo Peep, June 2016 (with Spring Picture Book Reviews!)


This post is a bit lengthy, but since I posted only board book reviews last month, I wanted to talk a little bit about what the girls are reading before launching into the spring picture book reviews so I don't fall too far behind.

Reading Mommy's Old Favorites


This past month, Miss Muffet has started to take an interest in five particular books, three of which were my favorites as a preschooler/early elementary reader, and two of which were special favorites of my sister, Miss Muffet's aunt and godmother. It started with We Help Mommy, which is included in a collection of books illustrated by Eloise Wilkin that my sister gave to us in order to ensure that her favorite book would be shared with her nieces. Miss Muffet knows just where to find that story in the book, and she asks for it frequently by name. Her favorite part, it seems, is when Martha, the little girl who is the narrator, makes a small pie for her father, and says, "Roll, pat. Roll, pat. I'm making a treat for Daddy." As it was just Father's Day, we have all been repeating these lines a lot, sometimes substituting the names of other people (and objects, like "lettuce") for Daddy's name.

With We Help Mommy on my mind, I was reminded of The Tub People, which my sister also loved as a kid, so I dug out the used copy we bought a few months ago. It's pretty wordy for a two-year-old, but Miss Muffet has listened to me read it, as well as an audiobook recording, and she has just fallen in love with it. A few times now, I have heard her yelling "Help!" from her bedroom only to check in and find that she is just "reading" the dialogue for this story.

The other three books Miss Muffet now loves, which were among my favorites at her age and a little older, are Mrs. Wobble the Waitress, Sarah's Unicorn, and The Pea Patch Jig. She refers to The Pea Patch Jig as "rig-a-jig-jig," which is very cute, and she has become very interested in learning the names of all of the vegetables shown on the endpapers. She has also become fond of saying "ptooie" which is the sound Baby Mouse's pea shooter makes in the story. She hasn't had too much to say about Mrs. Wobble yet, but she requests it a lot so I'm sure as she gets to know it better, she will have favorite moments in that story as well. Sarah's Unicorn is an easy reader, and I borrowed it from the library for nostalgia's sake, and not necessarily to share with Miss Muffet, but she asked for it once, and after that she was hooked. She can now name all the characters and even give an accurate summary of the plot. She seems a little bit concerned about the meanness of Sarah's aunt, Mag, early in the story, but she is not scared enough to avoid the book, so I think she is probably handling it okay.

The Indestructible Book


Little Bo Peep is now crawling and almost pulling up to stand, and since she can get around and reach for things a bit better now, we now have to watch her more carefully around books. Thankfully, a friend had the idea to give us an Indestructible, so whenever she feels like biting, pulling, bending, or otherwise abusing a book, we just hand her Baby Peekaboo and let her give it her best. The book is fairly crumpled at this point, but the binding is still intact, and no corners have been chewed off, so I would say it lives up to its name quite well. Bo Peep is also very fond of the book, since it has a baby's face on the cover, and she does occasionally take a break from trying to tear it apart to have it read to her.

Spring Picture Book Reviews


Finally, we received several picture books for review during April, May, and June. Here are our reviews:

I requested The Wonderful Habits of Rabbits (9781499801040) for review mostly because of the author, Douglas Florian, but I didn't find it quite as clever as his well-known poetry books. The rhyming works fine - there are no awkward lines or gratuitous word choices - but there was something boring about the text overall. The book doesn't really teach a lot about rabbits. Rather, it gives a vague list of "habits," many of which could apply to nearly any species. Miss Muffet did ask for me to read it aloud to her a few times when it first arrived, but though it is still among her books in the living room, she doesn't look at it much now that the novelty has worn off. I did consider using it for my recent spring-themed story time, but ultimately went with the reliable favorite, Home for a Bunny.

I requested Cuddles for Mommy (9781499802030) also, this time because of the owl characters. The story is told almost entirely in dialogue between a mother owl and her child as they try to determine precisely which kind of cuddle the little girl should give her mommy. The illustrations are very sweet, and of course our owl lover, Miss Muffet, is drawn to those, but the plot seems to go on too long, and the owls are clearly awake in the daytime, which is jarring and strange. There is no real reason for the characters to be owls over anything else, so if they're not going to be nocturnal, I see no point in using them to illustrate the book. Still, though, the story would work for a Mother's Day story time, or one on an owl theme, and Miss Muffet regularly "reads" it to herself alongside Hoot and Peep and Owl Moon.

We received two copies of Blue Boat - the full-length picture book (9780451471413) and the abridged-by-one-page board book (9781101998533). This ended up being a perfect arrangement, as Bo Peep could hold the board book while Miss Muffet and I read the picture book uninterrupted. I liked the book initially for the artwork, and because it reminded me somewhat of Sail Away by Donald Crews. I've read the book aloud a few times now, too, and though some of the lines drag a bit, for the most part, the rhythm and rhyme of the text works well. I shared the book at a recent story time, and the kids were a bit young for it, but I think with the right group of three- and four-year-old boys who are really into transportation and rescue heroes, it would become an instant favorite. Miss Muffet is not that in to transportation right now, but I am keeping the book around for a while to see if she becomes more interested as she gets a bit older. And Bo Peep naturally thinks the spine of the board book is delicious!

The Perfect Dog (9781101934418) was a surprise hit with Little Miss Muffet. Though the book came to me unbound, which usually means I can't easily share it with her, we read it together multiple times, and every time I went to put it away, she would ask for it to come out again. I think what she liked most was learning the names of the different dogs shown on the endpapers. She also really responded to the predictable structure of the text, in which a little girl tries to find the dog of the perfect size, shape, and style, but determines that each one is too loud, too big, too fancy, etc. We are not a pet family, so there is never any chance we will go through the experience of the girl in this book, but Miss Muffet seemed to enjoy living vicariously through the book well enough. For me, this is a book I would use at story time because of how it is written, but it's not something I would choose to add to my personal collection.

Last, but decidedly not least, A Dark, Dark Cave is probably my favorite of the picture books we received this Spring. It follows two children into a dark, dark cave where they encounter creepy creatures crawling the walls, and yellow eyes lurking in darkness, all of which turns out to be the product of their imaginations. The illustrations are richly colorful, and once you realize what the cave actually is, there are details in the illustrations and on the endpapers that support that realization. The depiction of siblings who play nicely together is also a nice addition to the book, as many stories focus on rivalries instead of cooperation. Miss Muffet is not quite old enough to fully understand the book, but she has asked to hear it many times, and her little eyes grow wide each time something just a little bit more scary appears on the page. For story time, I might pair it with something like A Mighty Fine Time Machine by Suzanne Bloom or Not a Box by Antoinette Portis for a celebration of imagination.

I received finished copies of The Wonderful Habits of Rabbits and Cuddles for Mommy from little bee books, finished copies of The Blue Boat and A Dark, Dark Cave from Viking Books for Young Readers, and an unbound galley of The Perfect Dog from Crown Books for Young Readers. 

Monday, June 27, 2016

Story Time Q & A: Attendance, Community Culture, and Planning for Groups of Different Sizes

Today I'm answering the third and final batch of questions from the list I received following my "Tips for Story Time Success" webinar. If you'd like to see more Story Time Q &A, please email me your questions. I would love to make it a regular feature! 

Q: I'm having trouble with attendance. How do you find preschoolers in a rural area?
A: Here is the short version of some of the tips I mention in my book that may help drum up some more interest in your story times:
  • Publish your story time schedule in local newspapers, on Internet forums for local events (including Facebook), and by word of mouth to every patron you see who knows or has children. Also put up flyers in public places that parents and young children are likely to go - grocery stores, doctor's offices, daycare centers, etc. Include contact information so they can follow up with you if they have questions. Also see if your community has any moms groups that might be willing to help you put the word out. 
  • Reach out to local daycares and preschools and see if they would be interested in a story time for any of their classes. Offer to go to them, or arrange a library "field trip" where they travel to you. If the partnership looks promising, make it a regularly scheduled activity that occurs monthly during the school year. 
  • If you're focusing only on preschoolers (I consider this to be ages 3-5) and not having much luck, consider focusing on babies (0-12 months) or toddlers (1-2 years old) instead. Sometimes one age group is just not well-represented in your community in a given year and you need to skew things older or younger in order to find a consistent audience. And the nice thing is - if you start off with a core group as babies, they might stick with you until they reach school age.
Q: I am interested in hearing more about judging and fitting the storytime with the community culture.
A: Tailoring your story times to your community's culture is something that occurs slowly over time. When I first start out at a new library, I find that my new coworkers are always more than willing to tell me what our patrons are like, and usually those impressions are pretty helpful for getting me off on the right foot. I also find it useful to spend a lot of time at the public desks in the first few weeks in a new position. Having short conversations with patrons at the desk on a regular basis starts to give you a pretty good impression of who is in your community and what is important to them.

If you have been working with a community for any length of time, you probably already have a gut instinct about what would go over well at story time and what wouldn't, just based on your observations and your experiences sharing different materials with them. If you feel you would like to know more, I think casual conversation with patrons about what they might like to see added to story time, or a more formal survey of the needs of your story time attendees are both great ways to gather that kind of information.

Q: What are some best practices for researching and determining community values when doing outreach story times for different and unfamiliar communities?

Doing outreach story times is a little bit different from getting to know your regular library community. Working in a library all day every day makes it easy to observe how the community uses the library, what materials interest them, and when kids are available for programs. You also have the benefit of coworkers' institutional knowledge - any time I have been a newly hired librarian, other staff members have been quick to tell me their impressions of the community, and that has really helped me get off on the right foot. 

When you take on new outreach opportunities, however, you don't always have the benefit of anyone else's background knowledge. In those situations, I try to find out as much as I can about the organization I'll be working with. I do ask others if they have done story time there before. I also Google the organization and see if there is a mission statement or other indication as to the focus and purpose of the group. I also make sure to ask my contact person at the organization what he/she expects from the story time. That kind of open-ended question is probably the best research because it allows the organization to let you know what they truly want and need, and gives you the chance to tailor your plans to their expectations. 

For an outreach story time at an unfamiliar location, I would probably also plan a lot more material than I needed. That way, if I find that longer books don't work for them, or they don't like to sing, or they are very quiet, I have a bunch of back-up activities to meet those needs.

Q: How does your planning change for a small story time (for maybe 4-10 children) as opposed to a larger one (over 15 children)?

A: The biggest difference I see between small and large groups is in how much you have to manage their behavior. My story times for large groups (and large for me has occasionally been upwards of 100 kids) are very heavily structured and we move quickly from one activity to the next so that I don't lose their interest. I will use lots of transitional songs and rhymes with large groups to make sure they are never given the chance to get bored and start misbehaving. Smaller story times, though, are usually calmer and quieter experiences. I can read more books to a small group, and I find it easier to use props when there are only a few kids to handle them. I do still include a movement activity at the halfway point in a smaller story time, and I always sing a song when I collect any props so that the kids understand that the activity is over, but otherwise, the session is more loosely structured when there are fewer kids. I will also say that sometimes smaller groups are shy about participating because the kids feel very conspicuous with just a few peers around. If I know a group is inclined toward shyness, I don't push the interactive stuff. I still read and sing, but I make it possible for them to watch and enjoy without feeling pressed to perform themselves. Sometimes those smaller audiences just don't get involved, and I think that is just the nature of kids in small groups at that age. 
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