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Article in “Knowledge Quest” magazine

May 19, 2011 Leave a comment

I’ve been out sick for a few days, but Mrs. Mac is now back!

I recently received my May issue of the American Association of School Librarian’s (AASL) Knowledge Quest magazine. Knowledge Quest is issued on a bimonthly basis, covering news and topics of interest to school librarians. The May issue is dedicated to the 15th Annual National Conference, being held this coming October in Minneapolis. I was asked to write an article related to El Día de Los Niños/El Día de los Libros: Children’s Day/Book Day (also known as El Día de Los Jovenes/Day of Youth when celebrated with teens/tweens), as author and Día founder Pat Mora will be speaking at the conference.

My article, titled “Día and You: Celebrating Children and Literacy,”describes the importance of Día and explains why all school librarians should make its yearly celebration a natural part of their curriculum (click photos below to enlarge). For the past two years, I have been celebrating Día at Pollard with the 8th grade Spanish classes, and hope that by reading about my experiences at Pollard many other school librarians will be inspired to start their own Día celebrations.

I look forward to attending the conference and hearing Pat speak.

AASL Dia article p. 1
AASL Dia article p. 2

Día is coming

March 22, 2011 Leave a comment

It’s been awhile since I’ve last written. Unfortunately, I had a bit of a fall but am back and busy as ever…

El Día de los Jovenes/El Día de los Libros = Day of Youth/Day of Books will be celebrated at Pollard during the middle of April. In anticipation of this upcoming celebration, take a look at the article “Building a Culture of Literacy through Día” written by Jeanette Larson for American Libraries, the magazine of the American Library Association (ALA) which was posted today. Jeanette interviewed me for the School Librarian chapter in her book “El Día de los Niños/El Día de los Libros: Building a Culture of Literacy in your Community through Día,” which will be published in April in time for the 15th anniversary of Día.

About 3/4 of the way through the article, Jeanette talks about how I work with the students and teachers of Pollard to celebrate Día:

“School libraries may not be able to support a major event or series of events right around April 30 because of end-of-year testing. It is, however, acceptable to set your own dates for Día programming and to intersperse bilingual activities throughout the year, as does Alma Ramos-McDermott, school librarian for Pollard Middle School in Needham, Massachusetts. Although Pollard is predominantly English-speaking, Ramos-McDermott views Día activities as teachable moments. She recognizes that bilingual literacy introduces her students to literature they would not normally be exposed to and that reading books in Spanish helps them to make connections between their own language and new languages. She also views Día activities as bridges between cultures. Pointing to April as School Library Media Month, Ramos-McDermott suggests that bilingual programming and books be incorporated into already-planned activities. Because she works in a middle school, she refers to El día de los niños/El día de los libros as El día de los jóvenes/El día de los libros, reflecting young people rather than children as the audience. In fact, her school celebrates for a week (Semana de los jóvenes/Semana de los libros), and she works with different teachers and students each day.”

Read the entire article, then get ready for Día. It’s coming…

I am a Día Dynamo!

March 3, 2011 Leave a comment

Author Pat Mora, founder of El Día de los Niños/El Día de los Libros (Children’s Day/Book Day), sent me a personal e-mail today about her post on her Bookjoy blog letting me know she is honoring me for my work with Día at Pollard. Every year, I work with Pollard’s 7th grade Spanish classes in December and February, and work with the 8th graders in April, bringing “bookjoy,” which is Pat’s coined expression for the love of reading. At Pollard, we call our celebration El Día de los Jovenes, which means “Day of Youth.”

This April, Día will celebrate her Quinceañera, 15th birthday. In honor of that milestone, Pat chose 15 people for their work with Día over the years, leading up to her April birthday. I received the 14th honor (for the month of March), and am also the first school librarian to be so honored.

In addition, author Jeanette Larson‘s book “El Día de los Niños/El Día de los Libros: Building a Culture of Literacy in your Community through Día” will be released in April. She called me at home, saying she had found me through my blog, and interviewed me about my work at Pollard for a chapter in the book on how School Librarians celebrate Día. I am proud to represent School Librarians in the push to get Día celebrated by school librarians nationally.

Snow day – AGAIN!

January 27, 2011 Leave a comment

This has not been an especially kind winter when it comes to snowfall. Today is the 3rd day in January that school has been closed due to tremendous amounts of snowfall. That doesn’t include the 2 days we had early dismissals for the same reason. I dislike the white stuff, and today is no exception.

I’ll use the time to continue making a dent in reading some of the 250 ARC’s (Advanced Reading Copies) that I shipped home to myself from the recent American Library Association (ALA) Midwinter Conference in San Diego. I also need to make a dent in the 48 hardcover books I received from various publishers to read and review. There is never enough time in the day…

So, I’m off to shovel myself out, clear the cars, shovel the driveways, etc. so I can make it to school tomorrow. Then I’ll settle down with a cup of hot chocolate and a good read.

See you tomorrow…

The Pura Belpre Award Winners will be posted soon…

January 7, 2011 Leave a comment

It’s  7:40 a.m. on a Friday morning in San Diego, CA. What am I doing here?

Last year, I was chosen as one of 6 librarians (and the only school librarian) to be on the 2011 Pura Belpre Committee. The Pura Belpre Award is co-sponsored by REFORMA (The National Association to Promote Library & Information Services to Latinos and the Spanish Speaking) and ALSC (Association for Library Service to Children.) The Pura Belpre Award was established in 1996 and, according to the ALSC website, “is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.” Pura Belpre was the first Latina librarian in NYC working, in the 1930′s and early 40′s, with Latinos coming from Puerto Rico, showing them the value of libraries and helping to sustain their Latino culture.

Pura Belpre & her puppets

All year long, I have been getting packages of books in the mail to read/review. I am now at the American Library Association’s (ALA) Midwinter Meeting in San Diego, CA locked up with my fellow Committee members, as we debate the merit of books written or illustrated in the U.S. in 2010 by a Latino/a for a Latino/a audience. With daily meetings scheduled from early mornings to late evenings, I am lucky to be in the same hotel.

Sometime on Sunday we telephone the winners, who receive their awards at the ALA’s Annual Meeting in New Orleans. (My Committee will also be responsible to present the awards to the winners at that celebration, which takes place on June 26th.)

On Monday Jan. 10th, the day of the Awards Announcement, we pose for publicity photos and make our way through the crowds for what has become known as “The Librarian Oscars.” It is a very exciting time. In the past, I was in the crowd cheering. Now, I’m on the Committee. :-) Below is a press release for the event. At 10:45 a.m. EST, you can view a live webcast of the awards.

I will post the winners when I return on Tuesday. Now, off to my first meeting!

 

Belpre Medal

American Library Association Press Release
The eyes of the publishing world will turn to California’s second largest city for the announcement of the Youth Media Award winners, Monday, January 10, from 7:30 to 9:30 a.m. The coveted awards honor authors and illustrators of books for children and youth, along with producers of children’s audio and video materials. Recognized worldwide for the high quality they represent, the awards guide parents, educators, librarians, and others in selecting the best materials for youth. Selected by committees composed of librarians and other literature and media experts, the awards encourage original and creative work in the field of children’s and young adult literature and media.

For the first time this year, the Stonewall Children’s and Young Adult Literature Award joins the Youth Media Award announcements, which include such prominent literary prizes as the Coretta Scott King Book Award, John Newbery Medal, Michael Printz Award, Randolph Caldecott Medal, Schneider Family Book Awards, Pura Belpré and other distinguished awards for youth literature. Administered by ALA’s Stonewall Book Awards Committee of the Gay, Lesbian, Bisexual, and Transgendered (GLBT) Round Table, the Stonewall Award is to be given annually to English-language works for children and teens of exceptional merit relating to the gay, lesbian, bisexual, and transgendered experience.

ALA will provide a free live webcast of the Youth Media Awards at 7:45 a.m.( PST) January 10. Online visitors can view the live webcast the morning of the announcements at alawebcast.unikron.com. Live results also will be available via [http://twitter.com/ALAyma ]Twitter hashtag #alayma). Members also can view live updates via the ALA Youth Media Awards press kit, RSS feed, or ALA Youth Media Awards Facebook page. A press release announcing all award recipients will be posted in the Youth Media Awards Press Kit at ala.org/yma prior to 10 a.m. (PST).

Part 3: 26th Annual METCO Director’s Conference

December 7, 2010 Leave a comment

Yesterday, I wrote about the Tools of Cultural Competency. Today, I will write a review of them. During the session I attended with Dr. Kikanza Nuri-Robin, the audience was broken up into small groups. After a time of working in groups, we took turns sharing with everyone and discussed how the Tools relate to each other, and why they’re important. Below are our thoughts.

1.    The Essential Elements

  • The first two are easier to do, there’s a lot of lip service to Valuing Diversity, but the rest are inadequately done. It connects to the Continuum because it shows where you are stuck. We know what we should be doing but not how to go about it.
  • It’s the foundation for everything because, if not, you’ll constantly have barriers, which will keep you on the left side of the Continuum

2. Cultural Proficiency Continuum

  • The verbs get more positively active as you head towards the right
  • Many constituencies fit into each one of these classifications, the challenge is how to create an organizational culture to bring you to Proficient
  • An additional Barrier in moving along the Continuum is “fear” of doing something wrong
  • How can it be used? It’s the American Experiment and shows how Americans have become proficient over the years in expanding democracy for many groups (Native American, African Americans, etc.)
  • Ask yourself: Where are you? Are you on the right side of it? How did I handle it? Constantly evaluate yourself

3. Barriers

  • Having trouble relating to parents and students “where they’re at”
  • Unconscious unawareness: a type of “us” vs. “them”
  • People don’t want to lose their power. They begin there, then move to the Continuum
  • It can affect teacher/student relationship; you, as the teacher, have the entitlement to do what you want
  • People live in an oppressive system without realizing they do
  • A classroom can be a system of oppression by: tracking; not adapting to student’s needs
  • Relationship of the Barriers to the Continuum: you’ll stay on the left hand side of the Continuum

4. Principles

  • Guiding principles of cultural proficiency
  • Foundational
  • Can be used to define and affirm yourself
  • Connect to missions statement
  • Find where the people are, and relate it to where you want to take them

Part 2: 26th Annual METCO Director’s Conference

December 6, 2010 Leave a comment

On Friday, I posted some information I gleaned from the METCO Director’s Conference. As you read, you may have had some questions, so today’s entry will be to “flesh out” some details and/or definitions.

In his Keynote, Jawanza Kundufu spoke about his Teacher Definitions, and noted how each type will either help or hinder learning for students of color:

  1. Custodians: Use the same lesson plans for the last 30 years and count the days until retirement.
  2. Referral agents: Don’t teach, they refer. Twenty percent of teachers make 80% of special ed. referrals.
  3. Instructors: From the 4th grade on, Black & Latino scores decline. We have more instructors from the 4th grade on who believe they teach Subjects, and not children/relationships.
  4. Teachers: Understand subjects and pedagogy, as well as learning styles. Don’t teach the way you want to teach but the way in which your children learn.
  5. Coaches: Understand subject matter and pedagogy, but also understand you can’t teach a child you don’t respect. You can’t teach a child if you don’t understand their culture. You can’t teach a child unless you bond with them.

In the session by Dr. Kikanza Nuri-Robin, I mentioned the Four Tools of Cultural Proficiency. These tools were developed by Nuri-Robins, Lindsey, Lindsey, and Terrell from The Robins Group.org, and are based on the work of Terry Cross, Executive Director of the National Indian Child Welfare Association in Portland Oregon “Toward a Culturally Competent System of Care” 1989, Vol. 1. Read on for more details:

Tool #1: The Essential Elements: The criteria for planning and evaluating include the following:

  • Assess Culture: Identify the cultural groups present in the system
  • Value Diversity: Develop an appreciation for the differences among and between groups
  • Manage the Dynamics of Difference: Learn to respond appropriately and effectively to the issues that arise in a diverse environment
  • Adapt to Diversity: Change and adopt new policies and practices that support diversity and inclusion
  • Institutionalize Cultural Knowledge: Drive the changes into the systems of the organization

Tool #2: Cultural Proficiency Continuum:

  • A Continuum of important changes are mandated for Tolerance and for Transformation. The lower end of the Continuum includes three Changes Mandated for Tolerance. The first is called “Destruction,” where differences are eliminated followed by “Incapacity” where differences are demeaned. This section ends with “Blindness,” where one tends to dismiss differences. Continuing through the Continuum will create a Change Chosen for Transformation, made up of three more Changes. The first is “Precompetence,” where one will respond inadequately to the dynamics of difference. Next is “Competence,” where one can engage with differences using the essential elements as standards. Finally, the highest end of the Continuum is called “Proficiency,” where we esteem and learn from differences as a lifelong practice.

Tool #3: Barriers:

  • A set of Reactive behaviors where there is an unawareness of the need to adapt, resistance to change, systems of oppression and privilege, and a sense of entitlement.)

Tool #4: Principles:

  • A set of Proactive behaviors that are shaped by the Principles. These include knowing that culture is a predominant force in people’s lives, people are served in varying degrees by the dominant culture, people who are not part of the dominant culture have to at least be bi-cultural, people have personal identities and group identities, diversity is vast and significant within and between cultures, and each group has unique cultural needs that must be repeated.

Each of these Tools interrelate with the other. Some thoughts that we had about this in my small group will be shared tomorrow.

Finally, I will end with a definition of “Micro-Aggressions:”

  • I will quote directly from the explanation given by The Robins Group: “In any setting, you may witness practices or behaviors that, by themselves, may be slightly questionable or not even noticed, but are experienced as “Micro-Aggressions.” They are wrong but, often, when the target complains, their protests are dismissed as inconsequential or they are judged as overly sensitive. Comments that imply that a minority person only got their job because of affirmative action, or that a woman is over-emotional, or someone who has cerebral palsy looks stupid are Micro-Aggressions...[they] are often treated as isolated incidents. Violators may not even know they did something wrong. Because they are often missed, and usually repeated over time, Micro-Aggressions become very egregious.”

Tomorrow, I will write about how these Tools of Cultural Competency relate to each other, as well as why they’re important.

Part 1: 26th Annual METCO Director’s Conference

December 3, 2010 Leave a comment

Today, I attended the 26th Annual METCO Director’s Conference, held in Norwood. It was my first time attending, and I was amazed at how many people were in attendance. There seemed to be at least 400.

Our Keynote Speaker was Jawanza Kunjufu, an Educational Consultant and best selling author. Mr. Kunjufu was engaging and humorous. He spoke about the Achievement Gap and ways it could be made smaller, stating he believes it is not tied to income or the number of parents in the home or the educational background of the parent. Instead, he feels the Gap is tied to teacher expectations because research shows some teachers lower their student expectations based on race, income, gender and appearance. He urged the audience to understand and appreciate race as a culture, stating that nurturing, teacher expectations and time on task is what makes a difference for students of color.

I attended the morning session “Reimagining Schooling for boys of color: Implications for leading and teaching” by Mr. Ron Walker, Executive Director of the Coalition of Schools Educating Boys of Color (COSEBOC). Mr. Walker used the line “boy don’t you turn back” from Langston Hughes’ poem “Mother to Son” to make his point that educators need to teach resiliency and care for their students of color. He showed clips from several videos to accentuate what happens when a school doesn’t make a connection with its students of color, contrasted with one from the COSEBOC showing how students thrive in an atmosphere that teaches them Consistency, Responsibility, Structure and a Sense of Fairness. He noted that kids of color need to feel loved and know that the faculty really cares for them. He pointed out a question educators should ask themselves: “Are you in it to win it or are you in it for retirement purposes?”

After a delicious lunch with my Pollard colleagues and others, I attended the afternoon session: “Culturally Proficient Organizations: What it Takes” by Dr. Kikanza Nuri-Robin, an Organization Development Consultant. Dr. Nuri-Robin talked about culture being more than race and ethnicity. It is related to the school’s/district’s values and expectations which need to be taught to students and teachers. We worked in groups to learn about the four Tools of Cultural Proficiency, and also worked together to better understand and discuss Micro aggressions.

All in all, it was a wonderful conference filled with great knowledge from those present, as well as those presenting. If you get the opportunity to attend next year, please avail yourself of the opportunity to learn more about how we can best help our Needham and Boston resident students of color.

Stay tuned. My next entry will define some terms and answer questions like “What are the four tools of Cultural Proficiency?” and “What are Micro aggressions?”

Authors, Authors Here & There, Authors, Authors Everywhere!

November 9, 2010 Leave a comment

I have met more authors in the past 4 days than I’ve met in quite awhile. It all began with the recent YALSA (Young Adult Library Services Association) Diversity Symposium I attended this past weekend in Albuquerque, New Mexico. I presented a talk during the daily poster sessions on the topic “Understanding Spanish Speaking Countries Through YA Books.” The premise of the talk was to remind teen librarians that Latino teens come from different Spanish speaking countries and have many difference cultures. Just because they all speak Spanish doesn’t mean they should be all labeled with that category. Thus, teen YA books, generically labeled as “Spanish,” should be labeled by the country/culture of origin so Latino teens would understand the variety in Hispanic cultures. Books should be labeled as “Cuban, Cuban-American, Chilean, Puerto Rican, etc.” instead of just “Spanish.”

As I attended wonderful sessions on Diversity issues in Librarianship, I also had many opportunities to meet authors, get free books for the library, and take author photos for display in the library. I met authors like Nikki Grimes, Vaunda Micheaux Nelson, and Margarita Engle, as well as Ann E. Burg, Jennifer Cervantes, and many others.

Today, author James S. Hirsch came to Mr. Lundberg’s 7-2 ELA classes to talk about his latest book “Willie Mays: The Life, the Legend” and the writing process. Mr. Hirsch is also a Pollard parent of a student in Mr. Lundberg’s classes.

James S. Hirsch

James S. Hirsch and Mr. Lundberg

Mr. Hirsch noted he was a newspaper reporter before he became an author. He suggested students write about what they find interesting. He wrote about Willie Mays because he loves baseball and is interested in race relations in America. A piece of advice offered to students by Mr. Hirsch was that the most important thing to becoming a good author is to read. He also compared writing to music, saying it should flow and one should be able to hear its rhythm and sound. Following his talk, students had an opportunity for questions and answers.

Q: How long does it take to write a book?

A: One and a half – 2 yrs.

Q: Why did you start writing?

A: He loved sports and reading the sports page, so wanted to be a sportswriter in order to go to the games for free. By college he became interested in the world around him and writes to explain the world to himself.

Q: Favorite author?

A: Thomas Wolfe.

Q: What does it mean that Willie Mays authorized the book?

A: Willie collaborated with him, gave him access to personal information and interviews and shared in the monetary gain, but didn’t have editorial control.

Q: How much money can you make on a single book?

A: It depends. Publishers give advances based on advance sales, but that money is used to do research and pay bills. Some authors have 2 jobs; while others make a lot of money.

There were many more questions, and Mr. Hirsch ended by offering advice suggesting that students go to an event and write a word picture of what they see. This is an exercise in observation. They need to watch carefully and write the details of what they see.

Finally, I ended the day at the Wellesley Free Library where author, Mike Lupica, was giving a free talk. I was very excited to meet Mr. Lupica because I have been reading his books along with the boys. He is a big hit with them, and I like to keep up on what keeps them reading, and his sports books fly off the shelves.

Mr. Lupica talked about how much he loved sports when he was in middle school, and how he wanted to be a sports writer. He began writing because he was inspired by a basketball team of 7th graders. His son had been cut from the team for being too short, and was devastated. A few days later, Mike formed a team made up of kids who had been cut from the main team. They started out terribly, but wound up with a winning 2nd half – winning the last game by 1 point with 3 seconds left on the clock over a team who had pounded them earlier in the season. The resulting chaos of excitement was his most memorable sports moment.

With this inspiration, he approached his editor who told him to write a few chapters about it. He did, but then dragged his feet until he noticed that during summer break his sons kept wanting to read what he’d written and bugged him about when would he finish the next chapter. These 3 sons, who would have no problem claiming they were taken over by aliens so they wouldn’t have to do their summer reading, were actually WANTING to read, and that struck a chord. Thus, 6 yrs. ago, his first book “Travel Team” was born, and launched his YA sports writing career.

His new book is a complete change from his sports books, because Mr. Lupica always liked comic books and their heroes. If one had to choose between Flying or being Invisible, he’d choose Flying (unlike 3/4 of the audience when he asked for a vote.) “Hero,” released last week, follows a 14 year old boy who suddenly discovers he has super powers and can fly. Most of the action takes place in Central Park, not some far off world, which makes the book more believable. Mr. Lupica ended by telling his audience of over 200 (with 3/4 of them being boys) that he would keep writing books as long as they keep reading them. Following a question and answer period, Mr. Lupica signed books and posed for photographs.

Q: How long does it take to write a book?

A: About 4-5 months.

Q: What was your favorite book?

A: “Travel Team” because it was his first one. However, he really likes “Hero,” and has already begun writing a sequel to it.

Q: Do you plan to write any books about girls?

A: Three of his books have girls as strong characters. With an 11 year old daughter, he tries to make sure there are really cool girls in his books.

Q: What is it like being on ESPN’s Sports Reporters?

A: I love it. I love talking sports with my friends, and am amazed we just finished 23 years on the air.

Q: What was the inspiration for “Heat?”

A: In 1994, right before the baseball strike, he went to Yankee Stadium. While there, he saw about 30 kids playing soccer on a field that is now covered by the new Stadium. He asked if they’d like to attend the game and was able to get them tickets. When all entered, he did a survey and found only 3 of the 30 had ever been in the Stadium – despite living so close they could hear the cheers. He began thinking what would it be like to live so close to the most famous stadium in the world and not be able to go inside it. He also thought of the 14 year old pitcher who was in the news at the time. He had said he was 12 when playing Little League, even though he wasn’t, so Mike put it all together in a story.

Mike Lupica

YALSA and Me

June 14, 2010 Leave a comment

As Chair of YALSA’s (The Young Adult Library Services Association) Diversity Task Force, one of the areas my committee and I were asked to help with diversity issues was to think of ways to diversify teen librarian’s collections and to help them to promote their libraries. To help accomplish these tasks, the Task Force created a wiki for several of the diverse groups within ALA (the American Library Association) which YALSA members could access as a resource.

The wiki, titled “Serving Diverse Teens @ Your Library” provides resources for Teen Librarians in both Public and School Libraries to help them reach out to their Diverse teens from different types of backgrounds. Included in the wiki are resources for developing diverse collections of materials for these teens to use, as well as ways to promote programs to reach them in the community. Check it out!

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