Young People's Book Awards

Interview a Grade 6 student about the Inky Awards.

The Inky Awards are for teen literature, voted online by the readers of Insideadog.com.au and named after the site's wonder-dog, INKY. There are two awards: the Gold Inky for an Australian book

and the Silver Inky for an International book. 

From the 25th March to the 30th April there is a call put out for the Teen Judges. Eligible books are submitted for consideration via a nomination form on Insideadog. On the 1st June the Judges are announced along with the Longlist. The Shortlist is announced on the 26th August and voting opens. On November the 20th the Inky Award winners are published on Insideadog.com.au the awards are celebrated at the special InkyFest event for Years 5-10 students. Jones (2002) explains young adults use libraries in a variety of ways, to respect the unique needs we have to understand those needs, to accept them, to accommodate and provide services and collections to fulfill those needs (Jones, 2002, p.17). The Centre of Youth Literature, State Library Victoria promotes reading as an active, pleasurable and essential activity for all young people. The Inky Awards is a very innovative way to include youth in their collection development.  

When interviewing it was important to choose open questions that would make the student feel comfortable with the interview topic. Therefore I have decided upon the questions listed below.

-   Have you heard of the Inky awards?

-   Do you use the nominated book list as a guide for  reading choices?

-   Do you find the Inky awards valuable?

-   What do you think of nominate books being peer reviewed by youth?

-    Does your school library buy books that have won Inky awards? 

Interviewing a student from a local primary school about the Inky Awards provided a perfect opportunity to open the doors of communication between student and the local public librarian. While working in a low socio-economic is extremely rewarding, it can also be very challenging to connect with youths who are generally disengaged. Excitedly the student I interviewed did know about the Inky Awards. She said she had seen the Insideadog poster in her local library and has enjoyed navigating her way around the website. She also mentioned that she was eagerly awaiting the announcements of the Longlist because they were peer reviewed by youth who also enjoyed reading as much as she did. In my role as Children's and Youth librarian it is exciting to talk to a student who has a real love for reading."When thinking about professionals who promote titles to teens, certainly librarians come first to mind, but there are also booksellers, publishers, and book reviewers who contribute to the task of introducing teens to titles. It can be said there is too much adult caring (and carefulness) going on." Youths are smart, they are discerning. Why not give them a opportunity to contribute ? Are we at risk of not hearing the voices of teen readers themselves, are they in danger of being bypassed by not including them ? (Monnier & Goldsmith, 2004 p.37). The advantages of involving youth in the recommendations for the Inky Awards is extremely beneficial. Having Youth judges is clever, it gives them a voice, an opportunity to select books that they feel comfortable to recommend to their peers. 

Jones, P. (2002). New direction for library service to young adults. Chicago: American Library Association

Inky Awards (2007). Retrieved from http://www.insideadog.com.au/page/inky-awards

Insideadog (2006) Retrieved from http://www.insideadog.com.au/

Monnier, D., & Goldsmith, F. (2004) YA Galley Project gives Teens a New Voice. Young Adult Library Services. 3(1), p. 37

Censorship

Find, read and analyse a peer-reviewed journal article.

An exploratory study of Children’s views of Censorship

Natasha Isajlovic-Terry and Lynne McKechnie

This article looks at research of children and their opinions and knowledge of censored books and other material. A focus group is discussed in which children between the ages of 9 and 12 shared thoughts on censorship, parent supervision of reading material, and inappropriate subject matter in mass media. According to the article, most children stated censorship was a negative, yet parents and teachers should limit exposure in extreme circumstances. Other topics discussed in the article include children accessing restricted material, library use, and intellectual freedom.I found this article extremely thought provoking, speaking as a parent of two boys and a Children’s & Youth Services Librarian, I have observed that children’s reading abilities vary so much. Although we do try to protect our children from what we think may be harmful due to religion and politics beliefs, sexually explicit, dark or supernatural themes by censoring literature are we at risk of   limiting our children’s learning and development. Isajlovic-Terry and McKechnie (2012) advocates that “children’s voices need to be considered in the further development of policies and practises related to intellectual freedom and their access to materials for pleasure reading and information” (Isajlovic-Terry, McKechnie (2012).

Several organizations have sprung up in response to concerns about censorship of children's books. When the Harry Potter books came under attack, a number of organizations joined together to establish Muggles for Harry Potter, which is now known as kidSPEAK and focuses on being a voice for kids in fighting censorship in general. kidSPEAK stresses, "Kids have First Amendment rights—and kidSPEAK helps kids fight for them!" Andy Griffiths noted "Tim Winton once said that the difficult thing about writing for children is that you’re writing in triangles: at one point of the triangle is you. At another point is your audience. And at another point are the gatekeepers (adults, reviewers, teachers, parents, librarians etc.)" (Beagley, 2008, p.2).  What was most enjoyable about this article was the innocent responses from the children for example  " they shouldn't put the books in the library if they don't want us to read them" or " I think they should maybe stop you if it was really, like a bad book" When asked whether parents should limit what their children read and see, Sarah aged 12 said "Um, I don't think it's a good idea cause, I think reading, like, is good for people and you should read whatever you want. Unless it's inappropriate, like really inappropiate" As I mentioned before children's maturity level varies so dramatically. Cerny, Markey & Williams (2006) writes the children's collection introduces children to art and literature, the collection also includes cultures, times and lifestyles. Children need to learn many things some of which make adults uncomfortable (Cerny, Markey & 
Williams, 2006, p.35). The philosophical basis of censoring children's materials is that, because children do not have the knowledge or power to choose books and other materials for themselves, adults must do it for them. Many adults believe that children are likely to accept false information and values that are presented to them in books and other media.


 

Beagley, D. (2008). Frame of reference - Introduction: Censorship in Children's Literature. The Looking Glass. Retrieved from http://www.the-looking-glass.net/index.php/tlg/article/view/82/68

Isajlovic- Terry, N. & McKechnie, L, (2012). An Exploratory Study of Children's views of Censorship. Childrens and Libraries. 10 (1), p. 38-43

Kidspeak retrieved from http://www.kidspeakonline.org/kidspeakis.html

Digital materials/resources and emerging technologies

Review and electronic resource for children -  WHO NEXT............ ?

http://www.whonextguide.com/account/regex_login

The Geelong Regional Library Corporation subscribes to a wonderful website “Who Next,” this is a website that I often suggest to the school children I visit. "Who next" is an invaluable tool for parents, teachers and librarians to help children explore the world of reading. As the award winning author, Alan Gibbons, says “A reading child is a successful child" Geelong Regional Library Corporation created goals within their Reading Revolution library plan to encompass 

 "love of reading in all people from an early age, we inspire the search for knowledge and we foster a spirit of discovery and enlightenment" (GRLC, 2008).
  

In my role as Children's and Youth Services librarian I facilitate school visits to the library, often primary and secondary students will voice their annoyance in having a favorite authors who haven't written for so long and they have nothing to read. This website provides the reader with an wonderful opportunity to type their favorite authors name into the search bar and it will come up with suggestions of authors who write similar. The website has four age groups 5-7, 8-11, 12-14, 15 + in which you can browse. It also provide the opportunity to search by genre and theme graphic novels, short stories and titles for dyslexic or struggling readers, prize-winning children’s books and other useful links. Most of the authors listed have written several books. Who Next tries to include books that are easily available, so you should be able to find the recommended titles in either a library or available from a bookshop/online supplier.

The links that have been made between authors are of genre and theme, and also of styles of writing, or similar aspects of characterization and settings. Of course no author writes exactly like another and readers will not agree with all the choices. Questioning Who Next...? may be one of the pleasures of using it, and a source for discussion and debate.

"Here's the key idea: Give kids the books they want to read. If the books are good ones—cool ones, funny ones, fat ones, skinny ones—our kids will thank us. Maybe for the rest of their lives" (Patterson, 2011). This is why this website is so appealing, our role as librarians is to promote literacy, to keep children and youth reading, there is nothing worse than having a favorite author and you have read everything they have written. Instead of waiting for the author to write a new book check this site out you never know you might find a fabulous new author to enjoy.

Geelong Regional Library Corporation, (2008). Reading Revolution Library Plan. p. 2 Retrieved from
http://www.geelonglibraries.vic.gov.au/sites/default/files/governance/GRLC_LibraryPlan_online.pdf

Patterson, J. (2011). 3 Secrets to getting kids to love reading. Knowledge Quest. 39(4). p. 78-79 Retrieved from EBSCOHOST

Who Next (nd). Retrieved from http://www.whonextguide.com/account/regex_login

Diversity

Write a book review on " Diversity"

For my first task I have chosen to write a book review on a picture book called Stanley Paste by Aaron Blabey. Blabey introduces the topic of diversity by drawing the audience’s attention to differences and similarities. In my position as Children’s and Youth Librarian for a public library service, my role is to introduce primary aged children to a variety of books that talk about issues they can relate to in the schoolyard. “Children with low self-esteem are usually described as being hesitant to take risks or move out of their comfort zone. They often talk and think negatively about themselves. In contrast, children with very high self-esteem may be described as cocky, boastful, or arrogant” (Young 2004).  I work in a low socio-economic area and I find the children can relate to picture books so much easier. Aaron Blabey, is an Australian author of children's books and artist. His award winning picture books include Pearl Barley and Charlie Parsley and The Ghost of Miss Annabel Spoon. “ Blabey’s books confront the overwhelming fears and challenges of childhood, respects them, lightens them with humour, takes out the sting and hands them back in a form that is comforting understandable and funny” (Magpies Magazine, 2009)

Stanley Paste is small, really small and he hates it because it means everything from being bad at sport to being bullied by other kids. Until that is, Stanley meets a girl who is as tall as he is short and suddenly realizes that being different isn't necessarily a bad thing! The vulnerability and loneliness is profound from the cover of this book. While Stanley tries being philosophical and unintimidated in his response, he hates the reality.  Eleanor Cabbage, comes to his school, she is targeted for being tall. The two of them become good friends looking out for each other and laughing lots. Being small or tall ceases to be a problem and they even learn to use it to their advantage. Blabey’s unique style of simple text, food inspired character names, a palette of dark autumn tones and humorous illustrations that exaggerate body features and facial expressions to convey mood, yet again celebrates differences and indomitable spirit of childhood. Valuing and respecting diversity is vital for children to develop a strong sense of identity. Principles of equity and diversity are linked to children developing a sense of belonging, identity, and well being so that they become effective communicators and confident, involved learners ; research strongly suggests that efforts to prevent bullying should begin in early childhood when children normally learn to control aggression. Bullying, bully prevention, schoolyard violence, and violent youth are all community concerns.(Venus, 2008).  Stanley Paste provide students with the opportunity to feel united with their peers by both their similarities and their differences. They will create a forum in which students can talk about why name calling often occurs, and how this targeting can be re-framed into something positive.

Title -  Stanley Paste

Author - Blabey, Aaron

Publisher -  Penguin/Viking

Pub Date -  2009

ISBN -  978-0-670-07180-7

Blabey, A. (2009). Stanley Paste.  Australia: Penguin

Magpie Magazine (2009). Stanley Paste by Aaron Blabey. Magpie Magazine. 24(2), p.32

Venus, J. (2008). A public library partnership to prevent bullying. Partnership:The Canadian Journal of Library & Information Practice & Research. 3 (1), p. 1-3 Retrieved from Ebscohost

Young, E. & Hoffman, L. (2004). Self Esteem in Children: Strategies for parents and educators. Retrieved from http://www.nasponline.org/communications/spawareness/selfesteem_ho.pdf