well, almost a librarian. you know what i mean.

The Magpie Librarian: A Librarian's Guide to Modern Life and Etiquette

Someone who donated some books to Urban Librarians Unite’s Sandy Book Relief sent us a mess of these bookmarks. They are rad.

we are librarians

ULU is still working like crazy-cakes to help NY-ers and NYC libraries after Sandy. Got a couple of bucks to spare for a very worthy cause?

~Love and Libraries, Ingrid

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Teach Mentor Texts

This one goes out to all the…well, I was going to say school librarians/teachers, but I think this is worth a look for any YS interested characters. These gals review books to use as “mentor texts” or “anchor texts” and give ideas for themed lesson plans. I have to admit I was a little dizzy checking out their site. I wasn’t sure what I was looking at, and to be honest, I don’t even know how I got to their site. Although it’s geared towards teachers, I think librarians and parents could reap some good info out of here. Big fun!

Plus, they love I Want My Hat Back, and so do I.


The Boy Problem

Stumbled across this article today. It’s from 2007, but it was still very interesting, especially as a mother of two boys. Especially as a mother of a kindergartener who only gets in trouble at school because he “can’t stop jumping”. Oy!


If you aren’t into all of the developmental stuff, here is an interesting idea that Dr. Sax proposed (excerpted from the above link):

(Reminds me of the sensory disorder storytime idea)

“A more practical alternative that librarians and other educators can put into place right now is to offer a choice of storytime formats: Noisy-Time Storytime and Quiet-Time Storytime.

Here are the rules for the former:

  • You may stand, sit, or lie down. But please don’t bump your neighbor.
  • You may make noise if you want.
  • Tapping, rapping, and clicking are permitted.

Some familiar books that work great for this type of storytime include Shel Silverstein’s Runny Babbit (HarperCollins, 2005), Suzy Kline’s Horrible Harry and the Locked Closet (Viking, 2004), Kevin O’Malley’s Captain Raptor and the Moon Mystery (Walker, 2005), and Steve Jenkins and Robin Page’s What Do You Do with a Tail Like This? (Houghton, 2003).

School administrators who have introduced the “noisy time” format have found that it tends to work best in an all-boys setting. But that doesn’t mean Noisy–Time Storytime is exclusively for boys. If kids are free to choose which format they prefer, some girls may pick Noisy Time, and some boys may opt for Quiet-Time. Here are the rules for Quiet-Time Storytime:

  • Please sit still. Fidgeting distracts your neighbor.
  • Please be quiet. Noise may disturb your classmate.
  • No tapping, rapping, or clicking. Please keep your hands in your lap.

Insisting that every child attend a Quiet-Time Storytime is like insisting that everybody attend a Methodist service, and prohibiting the Pentecostal service. The end result is that you have fewer people attending. Offering a wider range of formats for storytime is one way of increasing the likelihood that all your students will learn to love books—and school.

And we can all shout, “Amen!” to that.”

Mean old mom

So, my husband is out of town for the second week. I’m feeling bogged down by schoolwork. All three kids are needy. All at the same time. It’s enough to make me lose it. And tonight I did. After loads of frustrating and annoying misbehavior (and my overtired hypersensitivity to it) I had had it. As an early bedtime approached, I barked, “Get your books and sit on the couch. I’m tired and ready for bed.” (note the time of this post; obviously, I wasn’t going to bed anytime soon.) What are the chances…they both brought me wordless books. Are you kidding me? David Wiesner’s Freefall and Beatrice Rodriguez’s The Chicken Thief. Okay, let’s get this straight. I love wordless picture books, but I have to be in a pretty chipper and fun mood to really do them justice. Tonight was not the night. I opened the first book and we three sat in silence. “Mom. Read.” “Why do I have to read? There aren’t any words. Why don’t you guys tell the story? Look at the pictures.”  (The 3 year old about Weisner) – “Look at the boy’s pillow! It’s turning into the clouds! And…what do you think is going to happen next? Oh, look, chess!” After the first couple pages, the 5 year old took over. I couldn’t believe how much they sounded like me reading. Even more amazing that they got along (major accomplishment) and collaborated in their storytelling. They used predictions, pictures, prior knowledge (we did just read this last night). They used observations that I had made, as well as their own that had not come up when I was “reading” it the night before. I loved that they were working harder at it this time.

Their version of The Chicken Thief was hilarious. I could not help but laugh. And just like that, I was better. I think they’ll be “reading” more often.


I (tried) to post a link to www.metisinnovations.com For some reason I was unable to write a description for the link. AGH! As I write this , I’m still waiting for that post to publish. Technology!

A friend of mine at Dominican had one of the innovators of this company come to her class as a guest speaker last week. (Is that a run-on?) She posted a link to their website on her FB, and asked for any input. Then I shared it with my FB school group. No replies. No likes. No nothing. Either people don’t have the time to check it out, or they don’t know what to say about it.

I get that. On first look, I thought it was great. I told her I thought accessibility was the bottom line. This seems to be the ideal way to make that happen for kids.

But then I started reading the comments and criticism. I began to understand the enormity of undertaking the switch. And then what do you do about picture books? Or any other materials that may have more than one subject? Do you buy multiple copies to keep in multiple locations? That’ll get pricey.

And that wasn’t even the criticism. It seems to me that the biggest problem opponents have is that this would be dumbing our kids down. That this is taking the easy way out. They will be unprepared when they get to college and have to learn a real system.

My friend seemed to agree that it was a cool idea, but thought it would be better used in a school library. She didn’t see how it could be adopted in a larger collection of a public library. And then how do you decide the age cutoff? If you’re going to put this organizational system into place, do you do it library-wide?

I would love to hear what anyone else thinks about this. I am thinking of John Stuart Mill here, I think I’ll have a better grip on this if I familiarize myself with both sides.

P.S. I’m sure you’ve all read the article in SLJ by now, but here it is again anyway: http://www.slj.com/2012/10/technology/social-media-technology/debating-the-demise-of-dewey-fostering-user-centered-collections-trumps-sticking-to-tradition/#_