Children's Books Turned into Feature Films

It's been over a week since I last posted to this blog, but for good reason. Over the past week, I have read three children's books and watched the featured films based on them. And when I say "based on them", I should say instead "loosely inspired by them." Though the books and movies share the same title and some rudimentary basics, that is where the similarities end.

In all three movies that I watched, the screenwriters added to the plot and characterization of the book. Obviously, since children's books are typically only 32 pages in length, there's not a lot of material to fill a 90-minute movie. So, the screenwriters fleshed out the characters, giving them families, backgrounds, and more details created by their imaginations. Other characters were added to create tension in the plot and further other actions that were added for the movie. And, all three contained a lot of background to provide viewers with context and to drive the plot.

The first movie I watched was The Polar Express. Based on the bestselling children's book by Chris Van Allsburg, this was my favorite among the three watched. This animated movie was the one that stuck the closest to the book. Though it did provide background information and new action in the plot, such as the dancing hot chocolate scene on the train, it did not take away from the original plot and characterization of the book. And, subtle references showed the attention that the screenwriters and director paid to the book and author. For example, Chris Van Allsburg is from Grand Rapids, MI, and at one point, the main character sees "Grand Rapids" on a package at the North Pole and cries out that he lives there. Those subtle references make the movie richer for viewers who love the book and know Van Allsburg's background. The animation of the movie also stuck with the illustrations of the book. In both, the illustrations set the mood for the reader and viewer and helped develop the plot. Overall, this movie stuck as close as possible to the book and made it an enjoyable view for faithful fans.

The second movie I watched this week was Cloudy With a Chance of Meatballs, based on the bestselling book by Judi Barrett. Though some parts of the movie and book were the same, such as food falling from the sky, the remainder of the story was not. In the book, the grandfather is telling the story of Chewandswallow to his grandchildren as a funny bedtime story. However, the screenwriters brought the town to life, even though the name of the town is Swallow Falls until Flint brings fame to the town for his food-producing machine. In the movie, the grandfather and children are not present. Instead, the screenwriters have written a story about a young inventor, always down on his luck, until he strikes it big with his food-producing machine, rescuing his fellow townspeople from eating sardines. The movie also contains a love story between Flint, the inventor, and Sam, a weathergirl sent to Chewandswallow on assignment. And, would the movie be complete without father-son angst? Apparently not, for the entire movie has a subplot of the differences between Flint and his father. Other than food falling from the sky, there were not many similarities between the book and movie. I liked the movie on its own, feeling that it is cute for children and contains graphics and humor that are appealing to the young age group. However, when comparing it to the book, it would not rate well.

The third movie I watched this week was Where the Wild Things Are, based on the book by Maurice Sendak. I feel that this movie was not really made for children, but rather for the adults who loved this book as a child. The movie is artistic, completed in dark colors and haunting music. The screenwriters have given Max many problems, such as a mom who has a boyfriend, an older sister who ignores him, and no playmates, as a background for his characterization. Later, when Max sails to the land where the wild things are, he meets monsters who show these same character traits. The monsters and their interactions are symbolic of Max and what he must conquer in his own life. While this is a clever point in the movie, I think that it is too deep and subtle for children. Instead, the sometimes slow points of the movie may cause them to lose attention and focus. The creators did do a good job of creating the monsters and costumes to look exactly like the illustrations in the book, but other than that, there were few similarities. Again, the screenwriters took a loose interpretation of the book, adding their own background and spin to the characters and action.

It's always been tough for me to watch movies based on books. For instance, since Anne of Green Gables is one of my favorite series, I refuse to watch the movies, though some tell me that they are quite good. I just don't want to chance it. Why ruin something or get other images stuck in my imagination when the writing was already good enough? So, it was hard for me to view these movies. I think that on their own, all the movies were good. But, they should not be compared directly to the books that inspired them, because they all deviate from the plot and characters, some more than others.

International Children's Literature

In my quest to find and read award-winning books, I would be remiss in not including international books on the list. Authors around the world produce high-quality children's picture books and luckily, many have been translated and distributed in the United States.

One award given for children's books published in other countries is the Pura Belpre Medal. Awarded annually by the Association of Library Services to Children, a division of the American Library Association, this award recognizes Latino and Latina authors and illustrators whose work best portrays the Latino cultural in children's works. A second award, also given by the Association of Library Services to Children, given for children's books published in other countries is the Mildred L. Batchelder Award. This award is a citation given to an American publisher for a children's book that is outstanding in a language other than English and then later translated into English for publication in the United States.

While discovering more about international children's literature, I had a fun time delving into some books. The first book was entitled Big Wolf & Little Wolf by Nadine Brun-Cosme. In this delightful tale about the first steps in establishing a friendship, Big Wolf at first feels threatened by the new wolf, Little Wolf, who has come and started copying him. In time, he learns to care for Little Wolf, and when Little Wolf disappears for a long time, learns how much his friendship meant. The illustrations of this book, done in rich colors and obvious brushstrokes, lends a whimsical feel to the book. Both the illustrations and text will help young readers understand that though new friendships are at first intimidating, they can also enrich your life. When reading, it's clear to see why this book was chosen as a 2010 Batchelder Honor book. I'm looking for the the sequel, Big Wolf & Little Wolf: The Little Leaf That Wouldn't Fall.

The second book into my new foray into international children's literature was called Garmann's Summer by Stian Hole, a 2009 Honor Book for the Batchelder Award. This look at young Garmann's thoughts as he anxiously awaits the first day of school is full of stories of how he spends his last day, which includes visiting with his great-aunts, hiding in the hedge, listening to his father practice violin, and trying to conquer his fears. Much to Garmann's delight, throughout the day, he learns that even adults have things of which they are scared. The theme of this story, courage, will teach young children that it is okay to be scared of something and that it is the way you approach it that means more than being scared. Despite this, the book is somewhat choppy and jumps from one small story to the next without flowing. I wonder if the lack of flowing narration is a result of the translation. The illustrations are intriguing since they are completed in a mixed-media collage. They will engage young readers and keep them interested in the story.

To round out my evening of international children's literature, I read a book that was cute, even though it is not an award winner like the aforementioned books. This small board book was designed for the young. The book, It's Useful to Have a Duck/It's Useful to Have a Boy, was written by Isol. The cleverly designed book is complete in an accordion fold, which allows the author to tell two stories. Read the first way, the author tells of a young boy and all the things he does with his rubber duck, including sticking it in the bathtub drain. In the flip side of the accordion book, the author shows the duck's perspective of the same situations. The duck saw the adventure into the drain as his nest. The line drawings are simple, but age-appropriate for the intended audience. The book is a delight and I look forward to using it in the preschool class that visits my library.

These books were all enjoyable reads and I look forward to investigating more international children's literature in the near future.

Coretta Scott King Award

"It was a dark and stormy night.' No, not the beginning of a mystery thriller but rather the beginning of my evening. Since a dreary drizzle of rain kept me inside instead of enjoying a nice summer's evening, I abandoned plans to go for a run. Instead, I settled down with a nice book in one hand and a glass of ice water in the other. I don't know which was more refreshing--the book or the water.

The book I chose to read was a nice contrast to the evening's dark and damp. We Are the Ship: the Story of Negro League Baseball by Kadir Nelson was the winner of the 2009 Coretta Scott King Author Award and an Illustrator Award Honor book. Bestowed annually by the American Library Association, the Coretta Scott King Award honors African-American authors and illustrators who offer outstanding and educational contributions to literature. Both this award and We Are the Ship offered a look at the bright spot of Negro League baseball to show how players took adversity and turned it into a strong program.

Kadir Nelson's book is a well-written account of the life of ballplayers in the Negro Leagues, as well as an overview of the history of those leagues. After interviewing several players from the Negro Leagues and conducting thorough research, the author chose to write the book in a first-person narrative. With slang and dialect that is appropriate for the time period and the people, the narrative instantly grabs the reader and makes them feel as if they are witnessing the action of these games. Starting with a brief history of the events that led to the formation of Negro Leagues, the author provides the readers with a foundation for understanding the importance of the leagues to the players and to modern-day baseball. This foundation is repeated throughout the book as the author examines famous players, equipment, and games that affect how the modern game is played. A nice touch to the writing of the book is how the author refers to each chapter as an "inning."

The illustrations and design layout of the book also make it intriguing and appealing for the readers. Since the author also illustrated the book, he was able to create illustrations that invited the reader into the text and provide a visual of the game or player. The illustrations were designed to look like old photographs, baseball cards, and other memorabilia, which added to the feel of the book. The font of chapter headings and quotes from players were done in to resemble the font you might see on baseball cards, programs, and pennants.

This book is an educational read that would make a great discussion starter for children. It offers a perspective of segregation that children can comprehend, since most understand baseball. Through that common interest, they will be able to learn more about this time in history and better feel other viewpoints about history. In addition, this book will teach students about perseverance, optimism, and facing adversity bravely. From the outstanding illustrations to the engaging text, this book is an excellent read.

Diversity in Children's Books

"It's a small world after all, it's a small world after all..." And the song plays on. But, it's true. In today's mobile society, with cell phones, internet, videoconferencing and more, it has become a small world. So, today's children's books need to be available in a wide variety of topics, genres, and issues. They especially need to offer a diverse range of perspectives, plots, and characters. For this blog post, I read two children's book, one a picture book and one a chapter book, that would be ideal for addressing diversity with students.

The first book is A Bad Case of the Stripes by David Shannon. In this book, Camilla Cream is afraid to eat her favorite food, lima beans, because she's afraid that other students will make fun of her. Unfortunately for Camilla, she is made fun of--for the wacky things that begin happening to her. First, she breaks out into stripes. Next, she breaks out into stars and stripes while singing the national anthem at school. By the end of the book, with vibrant and captivating pictures, poor Camilla has suffered a wide variety of ailments. And despite several attempts to solve the case, doctors can't find a cure. The final cure? Eating lima beans. One dose and she turns back to normal. Both the the text and pictures of this book immediately engage the reader and hook you into the plot of the book.

I feel that this book would be a good discussion starter for students on the topic of diversity. Since the book shows that Camilla must be true to herself and her love for lima beans, you could use this as a starting point to discuss with students the things that make them unique. Perhaps their hair, culture, language, dress, or any other items. You could also discuss with students the importance of remaining true to oneself, despite the reactions of others. I liked this book for teaching diversity because it presents the theme in a natural way with which students can relate. The book gets down to their level in a realistic way without preaching.

The second book that I read which would be great for addressing diversity is The Giver by Lois Lowry. In this book, 12-year-old Jonas grows up within a utopian society. Every citizen, from the young to the age, abides by a specific set of rules and does not attempt to deviate from them. Otherwise, they are "released" from the society. Jonas is selected for an important job within the society, the keeper of its memories. As he begins to work with his mentor, the giver, and start collecting the memories of the society before it began its stringent set of rules, Jonas is troubled. He begins to see that there are a variety of ways in which people can live and explore life. In addition, everyone does not have to be the same.

This book gives the reader pause to think about what if everyone was the same. We'd have less creativity, less perspective, fewer outlooks on life, less culture, etc. The themes introduced in this chapter book are challenging, because some students might find it difficult to imagine a utopian society or grasp the type of life Jonas must live. However, these themes are a great starting point to begin thinking of how different life would be without diversity among people.

Newbery Medal Winners and Honor Books

This week, I continued my readings of award-winning books; this time delving into older fiction with Newbery Medal Winners and Honor Books. While looking over the listings of the medal winners on the American Library Association website, it was hard to pick books to read. Not because they didn’t interest me but because there were too many that I wanted to read.

I ended up choosing Claudette Colin: Twice Toward Justice by Phillip Hoose for my first choice. I’ve read Hoose’s work before, with Hey, Little Ant being a top pick. Since I had also attended the Association of Library Services to Children Awards ceremony at the American Library Association’s Mid-Winter Meetings in Boston in January 2010, I had witnessed this particular book being named as a finalist for several awards. I’ll admit that all the attention centered on this particular book peaked my attention.

Once I started reading, I could not put the book down. In Claudette Colvin: Twice Toward Justice, Hoose recounts the impetus for the Montgomery, AL, bus boycotts in 1955 and 1956. In the process, I learned a lot about United States history that I never learned in school or, as a teacher, have taught. This story opens with a review of segregation in the South, which sets the tone and setting for the remainder of the book. Then, Hoose introduces readers to Claudette Colvin, a 15-year-old African-American young lady fed up with segregation and the inferior manners of treating people. Nine months prior to Rosa Park’s famous arrest for refusing to give her bus seat to a white person, young Claudette did the same thing. Not only that, she became one of four such ladies to sue the city of Montgomery and the state of Alabama for unfair segregation laws and practices in transportation. They won the landmark case that ended the year-long bus boycotts in Montgomery.

I loved this book for several reasons. First, I learned about a strong courageous woman who was determined to stand up for her beliefs at all costs. It also taught me how our simple decisions today can shape the outcome of the remainder of our lives. Secondly, this book was powerful with its inclusions of interviews of Claudette, her family, friends, and other key players in the boycott and trial. Third, the book contains powerful photographs, newspaper clippings and other images that give readers a better understanding of the mood of the time period and what Claudette endured. I feel that this book is an excellent and must-have inclusion for all school libraries.

For my second Newbery award winner, I chose to read the 2007 Caldecott Medal recipient, The Higher Power of Lucky by Susan Patron. In this book, 10-year-old Lucky is being cared for by a guardian in the small town (population 47) of Hard Pan, California, after her mother’s accidental death two years earlier. Lucky feels abandoned and worries that her guardian will leave her to return to her native France. To that end, Lucky stages running away so that she can teach her guardian, Brigitte, a lesson on learning how much she loves Lucky.

I was a little less enthused about this book for young people. First, a male body part is mentioned on the third page and in the conclusion, one of the characters explains to the 10-year-old narrator, Lucky, what it is. Curious, I read reviews of the book and most seem to feel that it is okay for the inclusion of the word and description since most children at the age of the audience should know the proper words for body parts. While I agree that children do need to learn the proper terminology, I think that it should be up to the parent to decide when to introduce that vocabulary to their children. And, I think you have to know your audience. Not all children have the maturity to deal with that word and it could prevent them from grasping the meaning in the rest of the story. So, I was disappointed that the author thrust this word upon her audience when I don’t feel that it furthers the plot or story in any way. Secondly, the main character, Lucky, began to annoy me. She ran away during the middle of a dust storm, when she knew that the friends who loved her would be most worried. To top it off, she caused a young friend, Miles, to inadvertently get lost in the dust storm and once she finds him, she feels as if he has ruined her chance for the spotlight because the attention will now be focused on him. She is rude to him and once they are found, she doesn’t confess to the running away but instead pretends that she was there all along to spread her mother’s ashes. She was not punished or did not suffer any consequences. To me, these actions caused the plot to be unrealistic and the character to be unbelievable. In reality, there are consequences for your actions and not everything turns out as smoothly as it did for Lucky. I didn’t enjoy this book because it did not seem like realistic fiction.

The next award I plan on reading is a winner from the Coretta Scott King Award. I’m hoping that it turns out a little bit better than my last Newbery Medal read.

Caldecott Medal Winners and Honor Books

Happy Fourth of July! Today is a day of remembering the moments that symbolize the freedom of our country and its citizens. For many, it's also a day of picnics, parades, fireworks and daring feats. To kick off the day, I read about the daring feats of tightrope walker Philippe Petit in The Man Who Walked Between the Towers by Mordicai Gerstein. This book, winner of the 2004 Caldecott Medal, is third-person narrative of the actual events that led to Petit's tightrope walk between the World Trade Center towers in 1974.

The book won the Caldecott Medal for its beautiful watercolor illustrations. These illustrations capture for readers the courageous actions of Petit and his assistants as they lug cable to the top of the almost-completed World Trade Center and secure it for his daring, yet illegal, tightrope walk. The reader gets a sense of the urgency from the darkened and shadowed illustrations depicting their nighttime activities to secure the line. Readers will also thrill at the colorful illustrations that show Petit's birds-eye view of New York City sprawling beneath him as he walks, dances, and even lies down upon the wire. The illustrations give an accurate perspective of the distance, height and angles at which Petit was working. The most riveting illustration comes at the end, when the text briefly mentions that the World Trade Center towers are no longer standing but that the towers are still there in memory. In the illustration, a watermark of the towers is superimposed on the image of New York City's skyline. Since I visited New York City at this time a year ago, it brought goose bumps to my arms. When I viewed the wreckage of the September 11th attacks, it was hard to visualize anything but the sadness of that day. However, this children's book gave me hope that once again, joyous and memorable occasions, such as Petit’s walk across the sky, can happen.

Readers who enjoy this book might also enjoy the documentary Man on Wire. This movie shows actual footage of Petit’s 1974 tightrope walk in New York City, along with interviews with him and his assistants. Due to language, portions of this documentary would not be suitable for use in a classroom. But, the segment showing his walk across the wire might help children make a stronger connection to the book. A good pairing for this book would be fellow Caldecott winner, Mirette on the High Wire by Emily Arnold McCully.

After this riveting read, I needed a moment to absorb the anxiety of waiting for Petit’s walk across the sky and the memories of the World Trade Center towers. So, I turned to Caldecott Honor winners by humorous children’s author Mo Willems. Reading Don’t Let the Pigeon Drive the Bus and Knuffle Bunny, who earned Caldecott Honors in 2004 and 2005 respectively, made my heart light-hearted once again.

In Don’t Let the Pigeon Drive the Bus, the bus driver walks away, firmly instructing the reader to not let the pigeon drive the bus. The reader is at once engaged in the story, feeling a responsibility to carry out their duties. However, the pigeon immediately begins pleading for the chance to drive the bus, resorting to pleading, bargaining, and even a temper tantrum. The illustrations are simple, but match the text. Single pen strokes convey the pigeon’s anger with the slant of his eyes, a cloud above his head, and the way he stands. The illustrations help the reader understand the moods of the pigeon as he attempts to persuade the reader, making them giggle and laugh. This book would be a fun way to teach primary students about persuasive writing.

In Knuffle Bunny, young Trixie loses her favorite stuffed animal, a bunny, while at the Laundromat with her father. Again, the text is simple but manages to convey everything that Trixie feels. Her use of “baby talk” to throw a temper tantrum in the park makes you giggle and recall the moments that you might have felt like doing the same. And again, simple strokes of the pen depict the character’s feelings, such as Trixie’s heavy-lidded eyes showing anger at her father. However, that is where similarities in illustrations with Don’t Let the Pigeon Drive the Bus end. Knuffle Bunny is a collage of photographs and drawings. Photographs of actual buildings provide the background for the setting and illustrations while the characters and other items are drawn in. It is clever and adds a dimension to the book. I like this book because most of us have had a favorite stuffed animal in our own childhood. Losing it or outgrowing it was probably as traumatic for us as it is for poor Trixie. My favorite part of the story is when the pigeon makes a surprise appearance in the illustrations. Can you read the story and find it?

This evening, after my husband and I returned from watching the fireworks at the National Mall in Washington, D.C., I was tired and ready for a relaxing read. That’s why I settled in on the couch with Kitten’s Full Moon by Kevin Henkes. Winner of the 2005 Caldecott Medal, this book features striking illustrations that set the tone and mood of the book. Illustrations completely done in black and white, with subtle shades of gray, provide the perfect backdrop for Kitten's evening hunt for a bowl of milk. Convinced that the full moon is a bowl of milk just waiting for her, Kitten sets out stalking it, making you laugh with the situations in which she finds herself. This book, simple in plot and text like the Mo Willems' books, is perfect for young readers. They can read the text by themselves, but understand the context of the few lines of text through the excellent illustrations. This book was a perfect choice to help me unwind at the end of a long evening.

While feeling unwound, I read another Caldecott Medal winner that seemed appropriate for evening. This book, The House in the Night by Susan Marie Swanson, won the Caldecott Medal in 2009. The book reminded me of Kitten's First Full Moon due to its black and white illustrations, with just touches of yellow to lighten the dark illustrations. In this story, a young child is preparing for bed and finds comfort in a familiar story, which brings light to the room. The dark illustrations are fitting for the bedtime setting and the touches of yellow illuminate the room and provide a contrast to depict what the character must be feeling. In some ways, the story also reminded me of Goodnight Moon. It's a cumulative tale in which the main character is preparing their mind with comfort for a good night's rest.

Due to these excellent reads throughout this holiday, I too shall find comfort in a good night's rest. Good night moon...

Yoshiko Uchida

As I pursued the shelves at the local public library for available books by author Yoshiko Uchida, I experienced a sense of deja vu. Flashback twenty years ago, when a younger version of myself devoured the juvenile chapter books by Yoshiko Uchida available at my local Carnegie library. I vividly remember the images in my mind that her books provoked--images of another place, another time, a different experience. As someone who has always loved reading historical fiction, I enjoyed reading her books because of the new facts and experiences about which I learned. Now, as I stood 1000 miles and 20 years away from my first encounter with her books, it was hard to select one to read. I wanted to read them all to relive those childhood moments.

Eventually, I had to select one. Since I had never read a picture book by Yoshiko Uchida, I wondered if it would possess the same power as her chapter books. I'm happy to report that this book kept my interest just as her chapter books once had.

In the book The Bracelet, Yoshiko Uchida recounts a child's perspective of the Japanese-American internment camps during World War II. The book opens with seven-year-old Emi promising her best friend, Laurie, that she will never remove the gold bracelet given to her as a farewell gift. Told from the third-person, the book explains that Emi and her family are being sent to an internment camp due to their heritage. Then, the book narrates in a chronological order their move from their house to the Tanforan Racetracks, where they will be held until being placed at a different camp in the desert. In the moving process, Emi discovers that she has lost the bracelet from Laurie. She is upset until she realizes that she doesn't need an object to remember her friends and former life; she has her memories.

This book provides an excellent springboard for beginning to teach younger students and children about different aspects of World War II, especially the internment of Japanese-American citizens. The book is written in clear, simple language which will explain the events to children in a factual manner. Young children will empathize with Emi and her sadness from being pulled away from her home and friends. Striking watercolor illustrations add to the story, pulling the reader's focus onto main events of the plot and providing a context for small children to comprehend the geographical and historical setting. In one illustration, the other characters are muted and only Emi's character pops from the page, which is a fitting way of showing how Emi was just one of many that experienced this unfair treatment. The book also presents events, such as the presence of soldiers and the poor conditions of being housed in horse stalls at the racetracks, in a matter-of-fact manner. Though Yoshiko Uchida experienced similar things when she and her family were interned during World War II, it seems that she wrote this book to convey the events and not her feelings regarding the event. Because it lacks the emotion, I think it would be good for using with young children to begin examining this aspect of America's history and for allowing them to synthesize what one's emotions would have been during this experience.

Reading this book reminded me of another book that I had read last fall. Entitled Dear Miss Breed by Joanne Oppenheim, it recounts the story of a public children's librarian who wrote faithfully to her Japanese-American patrons who were sent to internment camps, sending them books and hope during the bleak period. The book is a great resource since it contains many primary resources, including newspaper articles, posters and cartoons from the time period, and the letters written to and from Miss Breed.

Another book that I thought could be paired with The Bracelet is The Memory String by Eve Bunting. In The Memory String, young Laura recounts the symbolism of each button on her memory string to provoke her new stepmother. When the family cat rips the string and buttons are strewn everywhere, Laura is upset, especially when one treasured button can't be found. Later, the new stepmother, Jane, finds the button and Laura asks her to help restring the buttons, creating a bond between them. I think that you could read The Bracelet and The Memory String together and ask children to discuss or write about possessions that are significant to them and remind them of good memories. You could compare and contrast Emi and Laura's reactions when their items are lost or destroyed and ask students to journal about what their reactions might be.

No matter if you read the other books or not, The Bracelet is still an excellent resource to read with your students or on your own. Delve into history and explore a little-discussed aspect of American history.

Julius Lester

Tonight, I read John Henry, a 1995 Caldecott Honor book, written by Julius Lester and illustrated by Jerry Pinkney. From the rich illustrations, it is obvious why this book deserved the Caldecott Honor. The muted colors of the illustrations left me feeling as if I was stepping back into the late 1800s and the time of John Henry's supposed existence. And, the illustrations furthered the text by incorporating details from the story, including the personification of animals, to help the reader more thoroughly imagine the scene.

Though the illustrations were distinguished, I was impressed with the text of the story. Julius Lester cleverly pulls modern-day readers into this historical folk tale with his humorous writing style and references to modern-day objects. For example, a young John Henry installs a swimming pool for his parents. Young readers will also laugh, like myself, at his similes. These similes so aptly describe the characters and events of the plot that you feel as if you are witnessing firsthand the action of the story. For example, at one point, Julius Lester describes a character's laugh as the sound of "bat wings on tombstones." Don't chills run down your back when imagining the evil character who possesses a laugh like that?!

I think readers will also appreciate Julius Lester's strong voice in the writing. The dialect of his narrator matches the context and setting of the story, which adds to the richness of the story. And, his voice also emerges when he describes the people's farewell to John Henry. As they wave their goodbye, readers gently are reminded of the theme of the story--that it doesn't matter if you die but rather how you live your life. Mr. Lester subtly but appropriately weaves that into the storyline.

In the book, Mr. Lester adds a piece of folklore to this already well-known tale. Supposedly, the body of John Henry was laid to rest on the White House grounds and if you walk by the grounds late at night, you can hear him singing. This Sunday, for the Fourth of July, my husband and I are going to the National Mall to watch the fireworks display in D.C. Perhaps when they are over, I'll have to take a stroll to past the White House to pay homage to this American icon and listen for his voice.

Since I loved this book by Julius Lester, I think I will investigate some of his other books, including:

*How Many Spots Does a Leopard Have?
*Day of Tears
*The Hungry Ghosts
*Sam and the Tigers
*Shining
*The Blues Singers: Ten Who Rocked the World

If you would like to see a complete list of Julius Lester's works, visit his website at http://www.members.authorsguild.net/juliuslester/index.htm.

Caldecott and Newbery Medals

"It has a gold medal!" "Look, it's a famous book!" "Do you know what this means? This means that this book is really, really good!" All of these comments are just a few of the typical exclamations I hear when my elementary school students discover Caldecott and Newbery Medal winners in the library. After we study and explore the medals and some of the award winners, the students thrill at discovering and reading these books. Over the next few weeks, I get to experience that same thrill as I read and review Caldecott and Newbery Medal winners and honor books for my LME 518: Advanced Children's Literature course. Do you know the difference between the two awards?

The Newbery Medal, named after eighteenth-century bookseller John Newbery, is awarded annually by the Association of Library Services to Children, a division of the American Library Association. Frederic G. Melcher proposed the award to the American Library Association in 1921 and it has been awarded annually since 1922. In order to become a Newbery Medal recipient, an author must meet the following criteria:
*have the most distinguished contribution to American literature for children
*the book must be published in the United States in English
*the book must be published in the preceding year
*all work must be original
*the author must be a citizen or resident of the United States
The list of award winners includes a diverse span of titles such as Holes, A Single Shard, The Slave Dancer, Bud, Not Buddy, along with other now-classic titles.

In 1937, Frederic Melcher proposed a second annual award, the Caldecott Medal, to the American Library Association. Since the Newbery Medal focused on recognizing the contributions of authors, many people felt the the illustrators, who also made lasting contributions, would be overlooked. For that the reason, the Caldecott Medal has now been awarded annually since 1938. In order to win the Caldecott Medal, the illustrator of the most distinguished American picture book must meet the following criteria:
*all illustrations are original work
*the book has been published in the United States
*the book is in English
*the book was published the preceding year
*the artist must be a citizen or resident of the United States
Caldecott winners include The Polar Express, The Lion and the Mouse, Kitten's First Full Moon, and Smoky Night. Just like the Newbery Medal, Caldecott Medal winners are a diverse group.

Since the Newbery and Caldecott Medals use the same criteria, it appears to me that the awards place an equal significance on both the work of authors and illustrators. And, by utilizing the same criteria, it would appear that the awards committees also places an equal significance on these roles. The primary difference in the awards is on the means of making the contribution to children's literature--the text or the illustration. The Newbery Medal awards the text while the Caldecott awards the illustrations.

In children's literature, both the written word and the illustrations help the children comprehend the story and connect to the characters. At times, it would be hard for primary children to grasp the storyline without the aid of the illustrations to further their understanding. Yet, as children grow and learn to use their imaginations to "see" the story, the illustrations are needed less and the words take on more significance. For this reason, I feel that awards are equally important. One is not "better" than the other. Instead, I think it is important to recognize both illustrators and authors since they meet different purposes for different age groups.

Alternative Formats

I loved the printed word. The crisp feel of a page under my fingertips. The stark, clean lines of text printed on the page. The rich smell of new books. The act of reading a book engages all of my senses. So why then am I drawn to all of the alternative formats for books?

Tonight, my husband and I did comparison shopping for a reader, such as a Kindle, Nook, or iPad. Though we are both avid book readers, playing with the new technology was a heady feeling. The way we were able to pan a page, zoom in or out on the text size, or flip quickly through different texts was engaging. In addition, I love audio books. While I run, take a walk, or even clean house, I can still engage my brain in a good book. Those audio books make even the dullest tasks more exciting.

I wonder how the rise of alternative formats for books will affect children's literature. Students today are technology-savvy, seemingly born with the skills necessary to adapt to any type of technology. How will the printed book measure up for them? As they grow from picture books into chapter books, will the lure of other formats appeal to them as it does to me? What can librarians do to teach them the powerful connection in a printed word and the ease of technology without failing one form?

Welcome

Welcome to Bibliomania! My name is Jennifer and I am an elementary library media specialist in Maryland. During the 2010-2011 school year, I will begin my first year of teaching in this state. Previously, I was an elementary library media specialist in Kentucky for 6 years and a high school library media specialist in Ohio for 3 years. Reading is not only a part of my occupation, but a part of who I am. Since childhood, I've always had my nose stuck in a book!

This summer, I've got the perfect excuse to keep my nose stuck in a book. I am enrolled in an online section of LME 518: Advanced Children's Literature through Western Kentucky University. As part of the coursework, I will read and review a wide variety of children's literature. Watch these posts throughout the next month to see what I'm reading and how I like it!