Mazza Museum Summer Conference

"The Mazza Museum: International Art from Picture Books is the world's largest museum devoted to literacy and the art of children's picture books. Founded in 1982, the Mazza Museum now contains nearly 5,000 original artworks." (http://www.findlay.edu/offices/resources/mazza/default.htm)

I will attend three days (July 13-15) of their Summer Conference with the generous support from the Floyd and Stella Dickman Endowment.

Visiting the museum has been a goal of mine since I was an undergraduate, "Penguin Story Teller" at Youngstown State University.  While the club is no longer active, the club and its advisor were key in leading me to where I am today...

"Never Hurry and Never Worry!"

While I was not selected to attend the Bill Morris Seminar in 2010, a former professor reminded me that "... there will be other opportunities, and you have had a lot of wonderful, special experiences lately ..."

When I read this reaction, I thought, "That is true."

At the end of today, I feel that this confirmation is even stronger ...

(Thank you.)

Storytelling and Silence

Over the course of about twelve years as a student and also paid, professional musician, I had the privilege of performing under various conductors. At this moment, I can recall at least three separate music visionaries who emphasized the importance of silence.

"Music is made on the background of silence," quoted one.

"What's the most important note of this piece?" asked another as he guided us through Hoe-Down from the Rodeo suite by Copeland. The answer was the collective rest in the second to last bar of the piece.

These bits of comparable wisdom were exactly the kind of images I lacked when presenting "Storytelling Techniques to Use with Preschoolers" last Friday, November 6; I've determined that some of the best storytellers utilize not only the catch all terms "voice" and "pacing," but most importantly, they are not afraid of silence ... the space between thoughts ... and words.

This is what I should have illustrated last week instead of just stating the cliched tip, "Take your time. Breathe."

Next time I should tell stories to teach storytelling ...

Discovering the World of Children

My first experience involving young children (which was inadvertently also my first experience with storytime) was in middle school.

As part of a seventh or eighth grade honors English "career mentorship" project, I was paired with then Vindicator columnist Jane Tims. While I wasn't necessarily considering a career in journalism, Jane provided experiences based on a love of writing and reading. For example, I was able to attend a Scribblers meeting and share my poetry. I was able to write her emails sharing my teenage thoughts and feelings. I even accompanied her on a visit to a Youngstown city school where she volunteered her time to read them a story ...

After the story, Jane stayed a while longer to help the children (and thus the teacher!) with their school work. While I didn't then know the best words or all of the appropriate reactions to use when interacting with children, I remember feeling good about being there. The children amazed me ... their tangible emotions whether energized and exuberant or contemplative and reserved ... awed me. It was a satisfying and a surprising journey of self-discovery to guide them as they worked through questions. I remember talking about this experience when I got home ...

Isn't it strange how this (until now, forgotten) experience fits as piece into the puzzle of now?

Standing on My Father's Shoulders

One evening after supper, I curled up on the couch and asked my nephew Cole what book he would like me to read to him. From his stack of library books, he picked the classic Mike Mulligan and His Steam Shovel.

The text was a little long for a two and half year old, so I read as expressively as I could and interspersed the story with dialogic reading in order to keep his attention. Half way through the story, my father joined us on the couch, and I insisted he finish the reading. My voice was a bit tired, and I thought that a new reader would bring new life to the story.

Indeed he did.

While my father read, he naturally added sound effects and physical interactions with Cole (tickling, tapping, etc). He easily modified the text; he repeated phrases and added humorous comments or explanations that would engage Cole's imagination but also make adults (like me) chuckle.

I was in awe. I was entertained. I felt grateful.

My father is an amazing educator, and I now see how his storytelling proficiency inspired my own interest in stories, reading, and ultimately learning.

I hope to get a few of his animated and humorous story readings on video for posterity.

Standing on the Shoulders of Giants

Almost two years into my professional career, I have begun to revisit the notes I took while a graduate student in library school. A week ago, I discovered this quote:

"I have lived on the work that other people have done before me."

This idea is one I have finally come to understand and appreciate.

As I now work at different locations in my library system and continue to network through professional listservs, my peers introduce me to so many ideas ... ideas that spark my own creative juices and renew my passion. Ideas that I build onto.

My early learning science correlations are building on the work of my former professors ... professors like Sue McCleaf Nespeca who suggested storytime "extensions" that went beyond crafts to include science experiments and other subject area explorations ... professors like Michelle Baldini who headed a book correlation project for the K-5 academic content standards that is now posted on the Institute for Library and Information Literacy Education website.


Following this interest of incorporating educational standards into libraries, I recall one session at ALA Annual that has influenced me. It was called "State Academic Standards + Library Programs = Educationally Enhanced Children's Programs."

While librarians do address the standards in the activities we do, we need to be aware of the language used in our community/state and reiterate it during our programs. With Every Child Ready to Read and Saroj Ghoting's Early Literacy Storytimes, librarians now have incentive and even scripts on how to outwardly address the early literacy skills. However, I believe it is important that librarians do this with ALL standards and subjects, not just the area of reading and language.

Librarians do support education, and while we may be conscious of why we do what we do, we need to articulate our rationale to the public. Not only does this raise a caregiver's awareness of a child's ability to learn, it raises awareness of the importance of libraries in the community ... and the awareness that libraries do need levy support to fulfill such services.

LNOSCY

Last Tuesday, I received an email responding to my ALSC Committee Volunteer application form.

I was surprised to see that I had been invited to serve immediately as a member of the Liaisons with National Organizations Serving Children and Youth (LNOSCY) committee for a two-year term.

I am excited and feel strongly about the functions and goals of this committee! I see it as a great opportunity to learn about and market to other child-friendly organizations as well as network with a broader selection of peers and gain leadership skills. This commitment also fulfills my "final" Emerging Leader charge to serve on a "real" committee.

In light of our budget concerns at the Public Library of Youngstown and Mahoning County and my switch from full to part-time, I was initially concerned about my ability to accept this invitation.

Fortunately, I work in a system that values professional development and supports it as they are able.

I have accepted the invitation!