Book Review: Super Scratch Programming Adventure!

Have you heard about CoderDojo, a movement to get more kids involved in programming? There's been some talk about CoderDojo and programming in general in libraries recently, and I like the whole idea of getting children and teens interested in and knowledgeable about programming--especially since so much of their world is now supported by behind-the-scenes programming. Thus I was interested when No Starch Press offered to send me a copy of their book Super Scratch Programming Adventure! to peruse and review.

Super Scratch Programming Adventure! by the LEAD Project introduces readers to computer programming in the form of Scratch, a programming language created by a group at MIT. Scratch is downloadable for free, and its design is graphic in nature--it should help programmers of any age visually see the way programs are written and the logic behind them. The book is a combination of two parts: a framing story in graphic novel format; and individual stages, or exercises, in learning to program with Scratch. Each exercise encourages the programmer to create a real, playable game. While these games are simple, they are dynamic and will make their creators proud.

The style of instruction is straightforward and accessible, and the games that the reader creates as exercises provide plenty of opportunities for experimenting with Scratch. Everything is very bright and visual--both the book and Scratch itself--which may make programming much easier to learn for visual thinkers. The book is not a stand-alone resource; access to a computer with the capability to run Scratch 1.4, which is available to download for free, is necessary. Thus this book is not a stand-alone resource, but it has the potential to be a great tool for teaching and engaging kids in computer programming.

For most children, Super Scratch Programming Adventure! will likely be most successful when used under the guidance of a regular instructor, i.e., in a classroom setting, where they can ask questions of someone with computer programming experience. That said, children who are motivated to understand the logic and mechanics behind the videogames they play will find the book and its exercises engaging on their own. I can also see this book and Scratch being useful to scouting groups who are working toward a computer badge. Libraries with computers specifically for children or with CoderDojo-style programs will likely find this book a useful resource as well.

Super Scratch Programming Adventure! is available as both print book and downloadable ebook; the print copy comes with the ebook included. The print copy I reviewed was supplied to me by the publisher.

#ALSC12: Putting conference learning into action

The hardest part of any conference, for me at least, comes upon returning home--when it's time to put into action all of the exciting ideas you got while away from the everyday life of the library. It can be difficult to condense all of the information of the conference into reasonably-sized nuggets, and then to prioritize when and how those nuggets will start to appear in the library. I manage in a few ways. First, I tend to speak out loud about all of the ideas bouncing around in my head; something about verbalizing my thoughts aloud allows me to make more sense of them. Second, I make lists. Shocking, I know.

I want to share with you, as a means of sharing with myself, a list of the ideas I hope to put into action following the 2012 ALSC National Institute. Keep in mind this is a preliminary list of goals--I'm sure more ideas will manifest as I'm reminded of conference programs over the coming months.

Goal #1: Intentionality.
     If #ALSC12 had a buzzword, it was "intentionality." Lots of the programs and conversations left me thinking that library services should be more intentional. What are we doing? Why are we doing it? Asking these questions about every aspect of the services we provide will help us pare down what is giving little value for the time it takes, and it will help us beef up our excellent services. Intentionality means knowing the reasons for doing what you do--how it helps a child developmentally, how it offers opportunities for social interaction or play, etc. I want to get my staff thinking about these questions with regard to their programs, and I also want them to consider how well we are doing at helping children of all ages achieve their developmental assets. I'm not asking for sweeping changes. I'm asking for us to offer the very best because we know what the best is.

Goal #2: Make meaningful additions to our current programming.
     This goal absolutely ties in with the goal of intentionality, although here it is less abstract. I left the Institute with some definite ideas about concrete modifications to our current programs. Five big ones come to mind:

• Make measurement a part of story time. One presenter talked about how a program that initially talked about measurement as an aside turned into a full-blown measuring-tape extravaganza once the kiddos got their hands on measuring tools. What better way to engage with the world around you than to seek to identify its qualities?
• Use realia in story times. Seeing real life objects that correspond with a story or theme help children create a firm foundation for understanding the world they inhabit.
• Be more systematic about sharing early literacy tips. Saroj Ghoting advocates writing short (no more than 30 seconds) early literacy tips on sticky notes, then sticking these notes to the back covers of story time books. When you hold the book to read during story time, you'll be reminded to share the tip with caregivers.
• Add more instruments and props. Egg shakers and rhythm sticks. Parachutes and bean bags. All of these elements were recommended as means of adding more song and movement to story times, and while that impetus is extremely worthwhile in and of itself, the enjoyment children will get from really interacting in story time will be the icing on the cake.
• Learn caregivers' names. After you learn the names of the children who come to your programs, learn the names of the grown-ups who bring them there. This practice will create a community within the program while also holding the caregiver accountable for continuing learning outside of the program.

Goal #3: Add some new programming in the not-too-distant future.

     In particular I want to think about adding book apps to my programs. I also want to ponder debuting a Mock Newbery program in conjunction with local schools. My ideas in these two realms are varied and disjointed at this point, and I know I need more time to sit and think about what these initiatives might look like. Do you have a program along these lines that works? Let me know!

Goal #4: Foster joyful reading.

     I mentioned in my post from the Institute that author/illustrator Peter Brown made a statement that really struck me: "Joyful reading is the answer to all problems." This statement has resonated in my brain, turning into a mantra of sorts. Joyful reading. Joyful reading. How do we foster joyful reading in our library customers of all ages? To me, "joyful reading" means taking joy in the act of reading as much as in the stories themselves. Joyful reading is about the feeling of fulfillment and enrichment that comes from reading something meaningful. I must remember that what is meaningful to me won't necessarily be meaningful to you, and vice versa. So how do we reach all readers?

     One of my goals is to foster joyful reading wherever I can. I will tell stories and read stories joyfully, I will recommend them joyfully, and I will make every attempt at joyfully displaying and promoting them within the library and in the community. I really think we'll all be better for it.

~*~

I'd love for you to weigh in with your thoughts on my goals, or things you've learned at conferences, or anything else that might be on your mind. What are you putting into action in your library?

It's a (story time) party!

Current and former preschoolers
celebrate together.

One of the preschools I visit regularly to provide outreach story times contacted me last month to share some news: they were throwing a party to celebrate their 25th anniversary as a preschool, and I was invited! Woo, a party! Who doesn't love a party? Of course I said I'd be there, and I happily agreed to bring some stories for the activities portion of the day.

There was a lot to capture kids' attention following birthday song and the cutting (and gobbling) of the birthday cake. There was a clown making balloon animals, face painting, a bounce house--the fire department even brought a fire truck to the parking lot for the occasion. With all that stimulation, kids moved from station to station as they pleased. Lots seemed quite happy to have a semi-quiet story time area where they could relax and enjoy some popsicles.

Since kids were moving in and out of my story time area, I had some books propped up in front of me so kids could choose the stories they wanted to hear. Familiarity and silliness seem to be key in choosing stories for an informal story time, as the big hits were Five Little Monkeys Jumping on the Bed by Eileen Christelow, Duck! Rabbit! by Amy Krouse Rosenthal, and I Am Invited to a Party! by Mo Willems. All these stories make sense to young children even if they arrive in the middle of a telling. They also all boast interactive read-aloud options: kids can use their fingers to tell about those jumping monkeys, and the reader can ask for opinions on what that creature looks like and what kids might wear to various types of parties.

Perhaps my favorite aspect of this story time party was my getting to introduce my new story time tool: a ukulele! It arrived in the mail last week, and so far I've mastered "If You're Happy and You Know It"--which, thankfully, can be adapted and stretched out in a myriad of ways. At the party, we sang it the traditional way as well as with animal noises; kids got really involved, as I asked them to supply the names of animals they wanted to sound like in each verse. We were rockin'!

I may not have had kids lined up by my station like the face painters or balloon animal-making clown, but all the kids I did interact with were all smiles. That's what I call a fun party!

#ALSC12: The ideas are flying!

I hope you've been keeping up with the ALSC Blog over the past few days since the Institute began--my fellow live bloggers and I have been doing our best to keep you posted on all of the ideas flying around, as there are simply too many great ones to keep to ourselves. Please, take a half hour over the weekend to read about the sessions and activities. You might just find your next big idea, too!

I plan on writing a more ideas-heavy reflective post when I get back home, but for now I want to leave you with a statement from children's author/illustrator Peter Brown in his keynote talk Thursday night: "Joyful reading is the answer to all problems."

Joyful reading. Think that over for a while. We'll talk when I get back.

 

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What I'm Doing These Days

The next few days will be slightly out of the ordinary here on the blog. I'll be in Indianapolis through Saturday for the 2012 ALSC National Institute--three days of all sorts of sessions aimed at those of us who serve children in our libraries, plus plenty of networking and author excitement. I'll be one of several attendees live-blogging all the great things going on at the Institute, so make sure you check out the ALSC Blog to stay on top of all that's happening in Indy. You can also follow #ALSC12 on Twitter to keep up with the chatter. I'll try to post some highlights here, too, but time and internet access will factor into whether that happens.

And now for some reading updates! You may have noticed that there haven't been many chapter book reviews on the blog lately. That absence is not due to lack of reading, I assure you--on the contrary, it's due to large amounts of reading due to two committee appointments:

• I was named a Round I panelist for the Cybils Awards in the middle grade fiction category! Reading hasn't yet begun for this appointment--book nominations don't even begin until Oct. 1 (start thinking of what titles you want to recommend!)--but I'm gearing up for what will surely be a very large stack of to-read books on my kitchen table.
• I've been working my way through the 2013-2014 Mark Twain Award Preliminary Nominees as part of my reader/selector duties. That's 25 novels aimed at 4th-6th graders, and I'm happy to say that the genres and appeal factors run the gamut. I've really been enjoying reading these middle grade novels.

That's what I'm doing these days in addition to all the fun programming and collection management at my branch. Stay tuned to the blog in the next few weeks for some exciting program ideas as well as a celebration of one of my favorite weeks of the year: Banned Books Week! I may even have a surprise up my sleeve to help celebrate the freedom to read...

I hope to see many of you in Indy!

September Outreach Story Time: Starting the year with a hop

I love starting a new season of outreach in September. The children I visit at daycares and preschools are fully of energy and the joy of school in September, and they are pumped to have someone come to read stories to them. I also love the beginning of fall outreach because it coincides with the start of the Missouri Building Block Picture Book Award voting period. Each year from September 1-December 31, any child who reads at least five of the 10 nominated books is eligible to vote for his or her favorite. I read two or three Building Block books at each monthly fall outreach story time, so my frequently-visited preschools get to vote in December. This past week I started things off with three great 2012 Building Block nominees, plus a former nominee that always proves a hit. Add in some rhymes and songs and you're set!

September Outreach Story Time

Opening Song: "Open, Shut Them"

Story: If You're Hoppy by April Pulley Sayre, illus. by Jackie Urbanovic

     Even the youngest preschool-goers are familiar with the song "If You're Happy and You Know It," so this animal-centered adaptation is always a welcome treat. Children get to meet a variety of hoppy, sloppy, growly, and flappy animals in this bright, fun read. I read the words musically so kids recognize the tune, and they love getting involved with the actions in the story.

Fingerplay: "This is the Bunny"

This is the bunny with ears so funny

hold up two fingers for bunny ears

And here is his hole in the ground.

make a ring with other hand

When a sound he hears, he pricks up his ears

wiggle then straighten your bunny ears

And jumps into his hole in the ground.

put the bunny ears in your ringed hand

Story: Do You Know Which Ones Will Grow? by Susan A. Shay, illus. by Tom Slaughter

     This colorful, rhymed book gets great reactions from children of all ages. The youngest ones watch carefully as flaps lift to show things that do not grow (e.g., sweaters, cars). Slightly older children emphatically supply "yes" or "no" answers to the questions of which things grow, and the oldest preschool children try to finish all of the rhymes in the text. This book also includes great vocabulary--it mentions that young owls are owlets, young cows are calves, and young foxes are kits. The animal-loving readers really got into these words. I love finding books that will engage and appeal to a wide range of ages.

Fingerplay: "Five Fat Peas"

Five fat peas, in a pod pressed

show five fingers, then ball into a fist

One grew, two grew, so did all the rest.

lift fingers for growing peas

They grew and they grew and they did not stop

with hands together, slowly move hands apart

Until one day that pea pod POPPED!

move hands apart and clap on "POPPED"

Story: I Spy With My Little Eye by Edward Gibbs

     This story is another great read for a wide age range. A hole in each page lets kids "spy" what is on the next page. For clues to guess the animal they are spying, they have the animal's color as well as the animal's short description (think "long trunk" for elephant). I like to encourage kids to get out their spyglasses to read this story--and before I know it everyone is peering at the book through spyglass hands. There is a lot of great vocabulary in this read, too, whether your audience is just starting to learn colors or is learning about wild animals.

Puppet Rhyme: "Five Little Monkeys Swinging in a Tree"

     Seems like all preschoolers are familiar with the variety of "Five Little Monkeys" rhymes. Which is not to say that they tire of reciting them--no, no, much to the contrary, they love chanting along to something they know. I bring my alligator puppet with my Eileen Christelow finger puppet monkeys when I take this rhyme on the road, and the whole room always erupts in giggles when Mr. Alligator snatches those monkeys for a snack.

Story: The Perfect Nest by Catherine Friend, illus. by John Manders

     Jack the cat is trying to set a trap that will give him some eggs to make omelets. After a chicken, a duck, and a goose all lay an egg in this perfect nest, however, things don't go quite as Jack planned. Children love the voices and foreign words written into the text--these are some silly fowl, people--and the story develops at a pace that really keeps their attention. The story also ends on a calm, quiet note, which is great for signaling the end of story time.

Closing Song: "If You're Happy and You Know It"

     We read a book based on this song, so why not finish our story time with the original version, plus a few funny animal motions mixed in? I find this song always leaves groups in a good mood--perhaps it has something to do with the fact that it encourages them to shout in school?

~*~

That's three Building Block nominees down so far for this fall's outreach visits. I'll be visiting a few more preschools and daycares with this story time before the end of the month, and then it's on to a new batch of stories for October!

Three Upcoming Non-fiction Picture Books

A major talking point of the Common Core Standards is its emphasis on non-fiction texts for all readers. In the fourth grade, according to the standards, a child should be reading a 50% fiction and 50% non-fiction (literature classes still focus on fiction, and non-fiction comes into play in science and social studies). As a librarian, I see wonderful potential in this recommendation. There is a lot of really wonderful, quality non-fiction out there, and it doesn't always get the attention or reader enjoyment that it deserves. Publishers are responding to the Common Core Standards, though, by making great non-fiction available for readers at all levels. Here's a look at three terrific non-fiction picture books that will be released in the coming months.

Spinner, Stephanie. Alex the Parrot: No Ordinary Bird. illus. by Meilo So. Alfred A. Knoft BFYR. 9 Oct. 2012. p. 48.

     When graduate student Irene Pepperberg purchased an African grey parrot from a pet store in the late 1970s, scientists were just starting to consider the idea that animals might have intelligence. Pepperberg named her new bird Alex, and she began to try to teach him to speak--African greys had been long known for their ability to mimic sounds they hear, but Pepperberg wanted to show that they could use sounds deliberately. Alex did indeed learn, and pretty soon his vocabulary and sentence construction skills were similar to those of many preschoolers. Alex the Parrot introduces readers to an extraordinary bird who, with the help of his devoted scientist friend, helped to expand research into animal intelligence beyond primates. The text is divided into five short chapters and is accompanied by lovely, colorful illustrations. This book would fit well in a unit on birds, science, or learning.

Watson, Renee. Harlem's Little Blackbird: The Story of Florence Mills. illus. by Christian Robinson. Random House BFYR. 23 Oct. 2012. p. 40.
     Florence Mills grew up with little, the daughter of former slaves in a "teeny-tiny, itsy-bitsy" house outside of Washington, D.C. Her life was rich with song and music, however, and young Mills had a voice that would take her to sing in New York City and London. Mills became a star of the Harlem Renaissance not only for her remarkable voice, but for her devotion to equal rights as well. With every new personal accomplishment, Florence remained mindful of others--the poor, the sick, and the oppressed--and when she died young, she was honored and remembered by thousands. Watson's text has a great rhythm to it to mirror Mills, and Robinson's illustrations are bright and beautiful. This book will make a great addition to units on music, biography, and equal rights.

Bryant, Jen. A Splash of Red: The Life and Art of Horace Pippin. illus. by Melissa Sweet. Alfred A. Knopf BFYR. 8 Jan. 2013. p. 40.
     Horace Pippin took pleasure in drawing and painting pictures from a young age, but Pippin set aside that enjoyment  to focus his efforts on earning money for his family and, later, fighting in WWI. After a war injury left him with limited use of his dominant right hand, Pippin returned to the states to marry and try to work odd jobs. Upon finally picking up an artistic implement again, however, Pippin found that not only was making art therapeutic--both physically and mentally--but he was good at it, too. With simple prose and beautiful illustrations, A Splash of Red tells the uplifting history of a man who was celebrated for the honesty and expressiveness in his artwork. This book will support units on art, biography, WWI, and equal rights.