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Part 2 of 2 -- Children=92s Literature in HS Libraries?

Thanks again for everyone who took the time to send in their thoughts,
opinions, ideas, and practical applications/rationales for using
Children's Books in a HS library.
-- =

Keith Johnson, Media Specialist
Hopkins High School
2400 Lindbergh Dr.
Hopkins, MN 55305
Keith_Johnson@hopkins.k12.mn.us


++++++++++++++++++

At educators conference last fall I sat in on a session titled "Using
children's books in middle and secondary English classrooms." It was
inspirational. The session brief: "This sectional is on using children's
picture books in both the middle and high school classroom as a creative =
and
effective strategy to teach tone, point of view, imagery, dialogue, dicti=
on,
and many other literary devices. Like Maurice Sendak, you already know wh=
ere
the wild things are. What you want to know is how to tame and educate the=
m."
   The session was presented by John Brandt, English Department Chairman =
at
Lutheran High School North in Macomb, Michigan. He graduated from Concord=
ia
College, Ann Arbor, and obtained his MAT from Saginaw Valley State
University, and is currently pursuing a doctoral degree in Curriculum and=

Instruction from Wayne State Univ.
   I don't have his e-mail address but you could probably find LHSN on th=
e
net if you want to get his opinion. (He would agree with you)...as do I. =
I
think you stated a lot of good reasons -- but one of the best is the
usefulness of such literature in teaching the elements of literature list=
ed
above.
   I do hope you include some children's picture books in the secondary
collection.

+++++++++++++++

I wrote a grant a few years ago to develop a preschool library
within the high school library. I didn't target "easy reading"
per se. I wanted to bring in a wide variety of the best children's
literature available plus some resources regarding the importance
of reading aloud to children, selecting and using children's
literature, etc. The main tie-in was with the child psychology
courses that were taught already through the home ec department.
I provided a weekly discussion/lecture and we held some public
preschool story hours -- operated by the child psych students.

My building budget was dismal. I just couldn't have supported
the project through regular funds. But I received the grant
on my first try.

++++++++++++++++

I am responding to the query about this topic.  I, too, work in a high =3D=

school library, and a number of years ago, wrote a grant to our local =3D=

education foundation to purchase children's books for the teen mothers
in =3D
our student body.  The grant was approved, and we now have about 200 =3D
picture books appropriate for children ages birth to 5 or so. Although
the =3D
teen mothers sadly don't use the books as we had originally intended,
the =3D
books are heavily used by Teacher Cadet classes, child development
classes =3D
(part of home ec), teachers who have young children, and in many
"regular" =3D
high school classes when the teacher needs something brief and to the =3D=

point to illustrate a concept.  I go to the Teacher Cadets every year
and =3D
give a presentation on children's literature and get to share a number
of =3D
these wonderful books with these upper level students.  I love this =3D
presentation, and they love revisiting The Berenstain Bears, Maurice =3D
Sendak, Ezra Jack Keats, etc., as well as seeing and hearing what is new =
=3D
since they were in kindergarten.  One of our English teachers frequently =
=3D
begins a class by reading something aloud, often a picture book.  Art =3D=

classes have in the past used them to study art and illustration techniqu=
es=3D
=2E  The other librarian here and I annually read the Cajun Night Before =
=3D
Christmas and Hillbilly Night Afore Christmas in December for one of our =
=3D
English teacher's classes (and others when asked).  Sometimes we
emphasize =3D
the parody aspect, sometimes the difference in dialects in our country, =3D=

but mostly this is a fun tradition that we all enjoy.  A Spanish teacher =
=3D
and I read The Snowy Day to her classes, she in Spanish (we have that =3D=

version, too), I in English while her students answered vocabulary =3D
questions.

There are many other ways picture books are vital to our high school =3D
program.

+++++++++++++++

If you have students who are involved in child care (babysitting, taking
care of siblings, taking care of their children), you should have an
argument for having some of these books.  Also, do your lit. classes stud=
y
award winners?  Caldecotts are a natural.  Coretta Scott King also has an=

award for illustrations.  How about art classes-children's books have som=
e
of the best illustrations around.  When I worked in a public library I ha=
d
artists use the collection on a fairly regular basis when they needed to
find a picture of something they needed.
 =

+++++++++++++++++

We have a small collection of children's books about twenty copies of
different books.  I acquire them through our book examinations which allo=
ws
us to keep the books we review and through purchase.  Our students take a=

child development course and they are used there.  This year our Spanish
students are translating the stories as part of a project. They are also
good to have when visiting children (teacher's kids) come for
a visit.

+++++++++++++++++

        We have a children's literature section in our high school library.  The=
y
are used by the child development classes, the graphic arts classes, and
other classes that do assignments that involve making a children's book.
        We also have titles that teachers use to introduce subjects to their
classes--e.g. How Many Days to America for Thanksgiving.  Children's book=
s
can be used for teaching literary devics too. I think children's books
can be appropriate for a high school.

++++++++++++++++

        Thank you for realizing not all children are college able or focus and
they =

too need reading material. Not to mention, folklore is taught at many
schools, where do these students  have to go to get material?
        My children's speech class has them read a fairy tale or retell one.
Again, =

should they have to go to the public library or can they use their study =
hall
and school library to get the material?

+++++++++++++++

I've been in elementary schools for 10 years and am now at a junior
high for the first time in a long time.  I am in the process of
developing a
picture book section. At my elementary schools we called those books "eve=
rybody"
books and the "everybody" section.  I told all students that everyone
loves to read
those books, no matter how old the person is.  I'm hoping that not only t=
he
classes you mentioned but also just anybody who feels like it will read b=
ooks
in our "everybody" section at our junior high.  Who can help but enjoy th=
e
Caldecott winners, James Marshall books, Lane Smith (how about that
happy hocky
family?!), Jon Sciesca, Chris Van Allsburg, wonderful old fairy tales and=

other old favorites, etc.?   My vote is yes!  Picture books definitely
have a place
in middle and high schools.

+++++++++++++++++++

Aside from all of the practical reasons you mentioned for having a
collection of easy picture books, here are some others that might convinc=
e
your colleague.  English teachers can use them as clear examples of story=

structure.  Some contain wonderful examples of figurative language.  In
fact, there is a book that deals entirely with teaching figurative langua=
ge
through picture books.  (If you wish, I can send you the title after I ch=
eck
it at school.)  I think, also, that many high school students have missed=

being exposed to the work of children's authors and illustrators.  It's
never too late to make up this deficit.  While I currently work in a
combination middle and elementary library, I have taught high school Engl=
ish
and always wished I has easy access to picture books.  In my middle schoo=
l,
several communications teachers have had students read picture books,
analyze structure and style, research a topic such as a holiday, and then=

write and illustrate their own books to be shared with younger students.
Why not poll your English teachers to see how they would use easy books?

++++++++++++++++++++

I feel there should be a collection of picture books
in secondary libraries.  there are many articles written on using picture=

books with secondary students; I think if the teacher or librarian
introduces them in creative ways the kids will enjoy them.  I went to a
wonderful workshop a few years ago on using picture books in secondary
schools.  i wouldn't limit the use to early childhood and slow readers-th=
ose
kids wouldn't want to be seen with a picture book.  One of the most popul=
ar
books in my middle school library was The House that Crack Built-so many =
of
these books are wonderful for art classes.  In my middle school I have
numerous picture books-I shelve these right in with the fiction books-I h=
ave
several teachers who use them regularly.  One eight grade English teacher=

made her students check out an easy reading/picture book, prepare it and
read it to the class as a speech assignment.  Look for articles on using
picture books in the secondary class and show those to your teammate.

++++++++++++++++++++

IMHO, there is a plethora of children's books - picture books - that not
only enhance HS curriculum, but also teach HS kids and touch their hearts=
=2E
I do poetry breaks and picture book breaks with my secondary kids often.
Books like Faithful Elephants and Hiroshima No Pika teach another
perspective of the bombing in Japan during WWII; Monster Mama is a great
book about bullying.  I could go on for pages. So, yes, yes, yes - get so=
me
of those books in your HS!

+++++++++++++++++++
We have an "Everybody" section in our 6-12 library and you'd be amazed at=

the use.  Early childhood class student, ESOL students just learning
English =

and some of our ESE students are the more frequent users, but I've also
seen =

some of our "regular" students just sit down and read to enjoy
themselves.  =

Those books are for everyone.

+++++++++++++++++++

 I can tell you that we order some children's books every year. Some we
order because they are such beautiful examples of illustrated works,
some we
order because some of the students need easier to read materials and
some we
order to help our transition students become proficient with reading in
English. The books are popular with the students. We never question the
student and the teachers quickly learn that students who need them will
actually read them. I say buy them.

+++++++++

I say try one for a while and keep track of the circulation.  Then
decide if
it's a hit or a bust!!  EXPERIMENT!!!!

+++++++++++++++++

We have a small collection which I keep adding to.  Kids use them for spe=
ech
class, art class, and we use them for displays on special days - Black
History Month, Chinese New Year, St. Pat's Day, etc.  Kids also like to l=
ook
at them and they even talk about when they were little. There is a place =
for
them in a HS library

++++++++++++++++++

I have to be pretty thrifty with my book budget, but I try to buy two
or three good picture books each year.  We had a shelf of rather
poor-quality children's books when I came here, and I've been trying
to improve the collection.  Donated elementary-level books such as The
Wizard of Oz find their way there, too.  They are used for the
Marriage and Family Living class week-long preschool, by the young
children of some of our teachers, etc.

+++++++++++

Yes! Why not? I am a Preschool librarian and one time, I read aloud a
favorite story -- The Giving TRee by Shel Siverstein to my Kindergarten
class. It so happened that I had High School student volunteers in the li=
brary.
You know, they stopped working and listened to me finish the whole story.=

When my class ended, all five of them boys aged 13-15 told me that they
loved the story so much since kindergarten that they want to hear it
again. Another commented on how the illustrations were done for dramatic =
effect.
There is no harm in trying if it will serve a purpose that adresses their=

needs.

++++++++++++++

I am an elementary media spec.  on a small rural K-12 campus. =

 The high school speech/drama classes and special education =

students often come over to check out books for oral readings, etc.
I could see where this collection would be useful in a highschool.
Our students don't all have access to a public library and this is the =

only way they can get these books.

+++++++++++++++

A limited amount of Easy Reading books in a high school library is a grea=
t
idea, the trick is to get the students into them, while not having the
teachers suddenly getting book reports on The Cat in the Hat.

The section 808.89 contains a number for Children's Literature or the
398.2's (stretching the purpose of that number quite a bit) gives a
validity that the kids can relate to.  That way the student can be "doing=

Children's Literature", rather than being teased by the others for readin=
g
"little kid's stuff".

By the way, don't forget the wonderful array of children's poetry that
usually fits nicely in the poetry collection.

++++++++++++++++++

we do have a small easy reader section in our high school media center..w=
e
have a preschool program in our school and sometimes the children come do=
wn
for story telling..we also have high school students who use the books to=

prepare lessons for the preschoolers..

++++++++++++++++++++++++

I'm the librarian for the K-8 library in a K-12 building.
We often have high school students come down to borrow children's
books, either for class projects or for reading to younger students.
If our high school kids were in a different building, they wouldn't
have this resource, and would have to go to the public library.  I
don't think the books are out of place in a high school library.  They
may even remind the "big kids" of what good times they used to have
reading.  The only question would be budget.

+++++++++++++

Your collection should reflect your curriculum and the needs of
YOUR students.  I see nothing wrong with carefully selected picture books=

or children's titles.  The fact that they have been used shows the need.
Keep up with the reviews and select the best you can.

+++++++++++++++++++++++

Our school has consolidated over the past several years so we now =

have K-12 on one campus, using one Media Center.  When we had a separate =

9-12 library I often found myself thinking, "I wish this book was here =

instead of there."  Now our 9-12 students have access to all levels of =

material and benefit richly from it.  Often they need a picture of
something =

that's much better illustrated in a picture book.  Also as the older =

students walk past when I'm doing a story time with younger ones, and
when =

they see the richness of picture book illustrations and hear the fun the =

young ones are having with books, it enriches the older students' lives.
 =

Their comments to me are often of the nature, "I wish they'd had this
when I =

was little."  Obviously, I firmly believe that HS students need the
whole =

range of books!

++++++++++++++++

I definitely think these books have a place in a high school library, In
small numbers, but for artwork, themes (Seuss' Oh, the Places You'll Go),=

folklore, and more, there are reasons to have some children's books. I ha=
d
a student this morning who needed just such a book.

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