May Newsletter

• Have You Ever Been Silenced
  
• Learning in the Library
• Books Come to Life
• Encouraging Research and Reading
  
• Filmmaking in Afterschool
  
  
  

Learning in the Library
By Lower School News Correspondent Harriet Leiber

Those who have been around LREI long enough to remember the old library in the Sixth Avenue basement, know that the recent physical changes are only half of the library’s story. The other part of the story lies with LREI’s current librarians, Stacy Dillon and Jennifer Hubert-Swan, and with early childhood library teacher Jesse Karp ‘87, who have transformed a lovely physical space into a lively place of learning and inquiry.

Whewn Stacy arrived here four years ago she found Jen already hard at work transforming and updating the beloved, but seriously out-dated stacks. Together they have worked to strengthen both the library collection and the skills that are taught to students to enable them to use that collection.

Previously, the library curriculum centered around a program of literature appreciation that was designed to instill in children a love of books. The current program has maintained this key element, but has expanded it to include library literacy, library skills, and research. By the time that children move from the Lower School to the Middle School, they have learned not only the language and systems of the library, but also how to use it to their advantage when working on school projects.

The Four’s begin by learning appropriate library behavior. They learn how to treat books and what it means to be a listening audience. Kindergarten students continue to work on these skills and also begin to have formal conversations about books. During their time with Jesse, they learn about asking and answering questions related to stories that they read together. In their classroom study of the school community they discuss the role of the library in the LREI community and talk about the role of the librarian in the school.

First Graders spend their time with Stacy learning about folk tales. Together they examine stories and traditions from many different cultures. The children start to listen to longer stories and are introduced to non-fiction books that address classroom themes. For the first time they are able to check out books by themselves, a procedure which encourages them to work on making thoughtful book choices and to explore different types of books each week.

In Second Grade students are introduced to the world of research. They learn about dictionaries and encyclopedias--what they are, where they are, and how to use them. They are exposed to longer read-alouds and begin to talk about story elements such as setting, characters and plot. Second Graders also explore the genre of tall tales.
The Third Grade library curriculum enables the children to bring together work from their classrooms and the library skills that they have been learning up to this point. Formal research related to their social studies goes back and forth between the library and their classrooms. The students learn about note taking, citing sources and finding information on a topic. Their library genre studies include fantasy and contemporary fiction, and the children discuss the differences between book reviews and book recommendations.

Fourth Grade marks a transition and is a time when the children are being prepared to enter the Middle School. In library they are taught the Dewey Decimal system and start more sophisticated research projects. An exciting new story telling curriculum ties nicely into their study of immigration and helps the children make connections to their family’s country of origin. They are also introduced to the “book tease”, when short excerpts of books are read aloud to pique their interest and expose them to books they might not otherwise have thought to explore.

The children and adults of LREI’s Sixth Avenue building are fortunate to have the opportunity to work with Stacy, Jesse and Jen; all of whom are actively involved in the world of children’s literature. By attending and presenting workshops, reviewing books, and participating in various library organizations, they have created a truly special library experience at LREI. As they move forward, they continue to think of ways to improve the collection, challenge the children and provide a dynamic, welcoming place for the entire community to read and learn.

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Books Come to Life
By Middle School News Correspondent Jenny Cashin

The Middle School library program has really come to life thanks to librarian Jennifer Hubert Swan’s contagious zeal for books! The library has become a busy hive of activity throughout the day with groups meeting to do research and read-alouds during the school day, students staying after school to do homework with reference books close at hand, and a constant supply of students cozying up on the couches to read a good book. In the midst of all this activity, students eagerly seek out Jennifer to get her informed advice when selecting new books.

Every month, Jennifer also travels to classrooms with a cart-full of books in tow inspiring the students’ interest in new book titles with her enticing “Booktalks.” Jennifer is an avid reader herself, up-to-date on all the new publications with an eye particularly to young adult books. She has also invited the students to become involved in assessing newly published books by joining the LREI Book Club. After reviewing books for nearly a year, the current Book Club members were invited to Boston in January to serve on the American Library Association’s “Best Books for Young Adults” committee and assist in choosing the annual “Best Books of the Year.”

To get further insight into “Booktalks” as well as some great book recommendations, read Jennifer’s piece below. Additionally, read on to find interviews with several Middle School students about their experiences “booktalking” to the entire Middle School.
“ Booktalking” Encourages Reading in the Middle School
By Jennifer Hubert Swan
“ YEAH! Booktalks!”

There is little that is more gratifying than hearing Middle School students voice this cheer as I enter their classroom with a pile of new books to share. You may have heard your children come home with the latest “booktalk” book, or hear them talk about writing their own booktalks. What is a booktalk, and why are LREI Middle School students so excited about them?

A booktalk, as defined by librarian and booktalker extraordinaire Joni Bodart, is “a commercial for a book that persuades the listener to read it…it doesn’t tell the ending and doesn’t evaluate the book in any way. It is basically the kind of thing you’d say to a friend when you’ve just finished a book you really liked and want to make sure that your friend reads it, too.” According to this definition, most of us are probably booktalking all the time! Professionally, booktalking is a technique that public librarians often use when they do outreach to the schools in their service area. It is a way to expose students to books, both fiction and nonfiction, that they might be interested in, and to get them excited about reading. Booktalks are usually no more than two-four minutes, and usually start or end with a “hook” that grabs the attention of the listener.

In the Middle School at LREI, I go to each classroom once a month and give the students four-five booktalks. We always save some time at the end for them to share with each other what they are reading. After a while, students started asking me if they could give their own, more structured booktalks. We talked about how to create a hook, using post-it notes on the back book cover to remind yourself of details, and how to choose an appropriate book for a booktalk. Now, there are usually a couple students who present their booktalks first when I come to the classroom with some new reads. Teachers began using the booktalk model when discussing summer reading projects or required classroom books. Pretty soon, the whole Middle School became a community of booktalkers!

We have also recently added booktalks to the schedule of Middle School meetings, and have enjoyed several presentations by different students since September.
So, what are some books that are being booktalked lately? Check the library section of www.lrei.org for titles that have been talked up in the Middle School this year. All these titles are available in the Sixth Avenue Library.

MS Booktalkers Share Their Experiences

I spoke with Eighth Grader Lola who adeptly outlined the process of booktalking to me, clearly having integrated much from her discussions with Jennifer Hubert Swan.
She explained the preparation that goes into a booktalk:
First, it is necessary to state the author and genre of the book, as well as the intended age group for the book. It is also good to research other popular books written by the same author to draw in readers who might have enjoyed other titles. Writing your booktalk notes on lined post-its tacked to the back of the book is a great way to organize your booktalk.

Lola also mentioned that reading the blurb on the book jacket is a good way to get ideas, but that it is important to write the booktalk in your own words. Another enticing element is to pick a passage from the book to read out loud in order to give readers a sense of the author’s voice. A “cliff-hanger” moment is a great selection in order to draw people in, but it is also necessary to remember not to give away any important plot elements. Finally, Lola offered that it is necessary to rehearse so that you know exactly what you are going to say, that you project your voice during the booktalk, and that you use your tone of voice to keep the audience captivated. An impressive summary by a real booktalk expert!
Fifth Grader Calen explained how describing the main characters is often a good perspective for a booktalk, especially in cases where the same character appears in many books or when a character is based on a real person. He also went on to describe the experience of doing a booktalk presentation in front of the entire

Middle School at the weekly meeting:
I was so nervous! I’m not really that public a person and had never done anything in front of a big group before. Once I actually started, I got over my stage fright. I didn’t want to look up, though, because everyone would be looking right at me! I just looked up often enough to make sure they were paying attention! Once you’ve done it a few times, I’m sure it would get a lot easier!

Calen also shared how booktalks make kids better readers because they get excited about new books and read more. Sometimes a booktalk will draw your attention to a great book you wouldn’t have noticed, like “The Cay,” where the cover isn’t very attractive, but the book is really great!

Ama, also in Fifth Grade, said that her booktalk presentation went really well. She was thrilled that a lot of people cheered for her and that made it really fun. The annoying part though, as she explained, was that her hands just wouldn’t stop shaking since she was so nervous! Ama also recommended reading the first few lines from a book as a great “hook” to draw in potential readers. She told me that she had read several books from other booktalkers, and that it helped her to understand the books better because she started the book already having an overview of the story in mind.

Fifth Grade student Malina wrapped up the idea of booktalks beautifully, “If you love a book, it is natural to want to share it, because then you can talk to people about the book and really get to share your feelings!”

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Encouraging Research and Reading
By High School News Correspondent Janet Atkinson

Karyn Silverman joined LREI as the High School Librarian in September, and although she is new to the school, she knows her way around a library. For the past several years, she was the YA (Young Adult) Librarian at the Jefferson Market Library in Greenwich Village. While there, she was in charge of the YA collection and also did extensive programming and outreach, including library skills instruction—excellent training for teaching research skills to LREI’s Ninth and Tenth Graders.

Today’s students have a tendency to rely on search engines such as Google, and the research classes are intended to help them move beyond such basic and unreliable methods. Karyn stresses the importance of databases and print resources, but also works with the students on evaluating websites. She has brought both grades to the public library on more than one occasion and encourages them to explore numerous methods of obtaining information. Next, she takes them through all the preliminary stages of creating a research paper: finding a topic, creating a thesis, taking notes, creating the list of sources, and finally writing an outline. At the moment, research is integrated into history classes, but in the future Karyn hopes to involve all disciplines and present research skills as an integrated part of the curriculum. She is also working with Middle School Librarian Jennifer Hubert-Swan and Lower School Librarian Stacy Dillon to create a list of links for the school website that will allow students easier access to good information and will support the curriculum. Karyn is always available to help students find sources, and takes the time to talk them through the process so every experience enhances their understanding.

However, research is only part of what Karyn does in the library. Karyn has brought her extensive knowledge of and passion for YA literature to the High School, and her enthusiasm has proved contagious. She has transformed the library into a space where students want to hang out and read—for pleasure! Since she arrived, the recreational reading collection—adult and YA fiction and high-interest nonfiction (not textbooks)—has increased exponentially, in large part due to her work on the ALA’s Best Books for Young Adults Committee. Brand new books are on display everywhere, and she is always ready with a recommendation tailored to fit a particular student. The new books are not the only advantage of her appointment to the BBYA Committee. The fifteen person committee is charged with choosing the best YA books published each year; their final choices will be published next March. Members of the committee weigh their votes based on the opinions of the teen reviewers—so every student who reads a new book can fill out a brief review sheet and be certain of having a say in the final list. The overflowing file of these responses is a testament to the strong opinions and dedication of the students. They are excited and eager to share their opinions; Karyn recently did a collaborative project with the Tenth Grade English classes in which the students read, reviewed and promoted books to one another.

Karyn feels that the best YA books are those that are full of transition—just as life is as an adolescent. She makes sure that the shelves are full of award-winners as well as “beach reads”—every type of reader should be able to find something to read, or she feels she is not accomplishing her goals. The library has long served many purposes – part classroom, part homework/study area, part meeting place – but has often seemed chaotic. Now, more and more it is the place students go to find a corner to read and study, and they know that whatever they are looking for, Karyn will do her best to help. Karyn is a great example of a lifelong, dedicated reader. Lest anyone should doubt this, she can be seen at lunchtime in the cafeteria, with a fork in one hand and a book in the other.

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