RIF funding eliminated

From the National Children's Book and Literacy Alliance: OBAMA ELIMINATES RIF FUNDING IN NATIONAL BUDGET!

CEO of Reading is Fundamental, Carol Rasco says:

"Unless Congress reinstates $25 million in funding for this program, RIF will not be able to distribute 15 million books annually to the nation’s children at greatest risk for academic failure. RIF programs in schools, community centers, hospitals, military bases, and other locations serving children from low-income families, children with disabilities, homeless children, and children without adequate access to libraries. The Inexpensive Book Distribution program is authorized under the Elementary and Secondary Education Act (SEC.5451 Inexpensive Book Distribution Program for Reading Motivation) and is not funded through earmarks. It has been funded by Congress and six Administrations without interruption since 1975."

When I studied education at The Ohio State University(okay, I know it was eons ago) research showed that the single best thing a parent could do to ensure his or her child's success in school, was to read to them from an early age. (Educators, if the research on that has changed, please let me know.) I agree that the president needs to reign in spending--in a serious way!--but not by cutting books to at risk children. Want to help? Follow either link to NCBLA or RIF above.

Dublin Literacy Conference 2010

On Saturday I spent the day at the Dublin Coffman High School in Ohio. It’s a yearly trip I have been making for more than 10 years. There, at the Dublin Literacy Conference, I get a sense of what teachers and librarians are concerned and excited about, and I get to recharge my inspiration-batteries by listening to the brilliant and creative authors and illustrators who present. It’s always a day well-spent.

This year I found inspiration in an unexpected place—a breakout session that dealt with teaching children storytelling techniques. Third grade teacher, Becky Carta gives her students stories to tell. (Actually, they choose from a large pool of stories; they don’t write their own.) They make visual “outlines”—storyboards of their story. They are encouraged to tell their story in their own words. Then they are taught to use physical gestures (body language) for emphasis, and a dramatic voice in telling it. They practice, practice, practice, telling their story to an increasingly larger group.

The results? What I noticed most was the expressive dialog the children were able to come up with. It was impressive, and I found myself imagining how great it would be if students could harness this kind of dialog to put it down in their own writing.

So my thanks to Becky Carta from Deer Run Elementary school, and the third grade students who came to help her present. It was a learning experience for many of us. Hats off to you!

Get to Writing

Why the title "Get to Writing"? A good friend of mine has a son who loves to write. And he takes it seriously. He posted a sign above his bed--a friendly reminder, you might say. It reads, "Get to Writing". With all the distractions life offers, this is great advice. So while I'm here, that's just what I'll do. I'll write about the children's lit world--or the small corner of it that I'm associated with. I'll write about the changes I see in the educational system, and the things I'd like to see (drawing upon my education background for perspective). And I'll write about this writer's life--the ups, the downs and all the stuff in between.