I’m going from being a storytime all the time librarian to a school services coordinator librarian. It’s been hard to say goodbye to a community I’ve served for four years, but it’s an exciting opportunity, and I’m really looking forward to all the new duties, challenges and experiences ahead of me.
Fans of Grumpy Bird will love the Tankard illustrations in this new picture book, which easily pairs with classics such as Head to Toe, I Went Walking, Brown Bear Brown Bear, Going on a Bear Hunt, or Walking in the Jungle.
The bold illustrations and clear, dynamic text make this book perfect for storytime. Toddlers and preschoolers alike can RUN from the tiger, climb the ladder to make an escape, tip-toe past snakes, and jump into a flower bed (that is hiding tiger that they must run from).
This book is a perfect fit for my Mini Movers storytime, so if you do a similar program, be sure to add this title into the mix!
It’s a Tiger! will be released July 18th. Review copy graciously provided by the publisher.
Oh, dear sweet baby Picard Jebus, there’s a rage making thread on pub-yac about a children’s department being forced to do all of their storytimes the same. Here’s a quote:
[…A]ll the storytimes for one age group should be the same because:
Patrons get disappointed when they can’t get into a certain storytime because its registration gets filled.
Using personal props, puppets or flannels is shunned because you may leave the library one day and the library patrons will be familiar with those items that were personally yours.
If you are out sick, another librarian will need to cover the storytime and the patrons will be disappointed if “Miss Tina” isn’t there and the librarian covering the storytime will feel bad, because the group is disappointed.
That the staff of librarians have different levels of performance ability and because of that they should all work together to be about the same or at least contain the same materials.
When I was still working as a preschool teacher, there was a big movement away from genuine praise–instead, we were supposed to say things like “You did it!” No qualifiers, the only thing we talked about was done and not done. Which also ties in with our current climate of “Everyone’s a winner!” “A+ for trying!” And I can understand the impulse. You don’t want kids or people to feel bad. But by making everyone equal, we’ve done the exact opposite– when we don’t allow children, or staff members, to find out what they excel at, then we have a society full of people who aren’t really good at anything. Not allowing people to fail has caused so many people to never find out what they are truly good at, and by making everyone equal, we’ve inflicted a great injustice on many.
Equality isn’t about what we are–it is about how we are treated, and how we are utilized in society. Those who have talent and work hard at developing and applying it should be lauded, of course, but not at the detriment of others.
Forcing more talented staff to perform at the level of your least talented staff is demoralizing for all involved. Why would anyone do this? I think a smarter approach would be for your staff to try out presenting different programs to different groups and seeing what works. Not every group wants or needs a high energy, jazz hands style presenter. I actually think baby time/lapsit benefits from a calmer, more methodical approach, perfect for shyer or perhaps older librarians.
If you end up with a staff member who is incapable of successfully presenting to any group, in any style, well, then, that’s another discussion. But stifling the creativity and joy of your other staff to meet imagined needs of a public is simply poor management. If I were working with whomever created those guidelines above, I’d be on the lookout for a better situation.
This situation also reminded me of Mel’s recent, excellent series on the elements of storytime, which is as elegant and perfect and precise as Strunk and White’s Elements of Style. I highly recommend anyone who currently performs storytimes or wants to in the future read the entire series. And library school educators, you might just want to incorporate it into your curriculum–with proper credit, of course.
Oh, Pete the Cat! I can practically recite you from memory, and there isn’t a group of kids and adults in existence who aren’t magically swept up in your bouncy tale of sloppy shoes. (Although some more savvy color mixers insist that first your shoes should turn pink then purple but I call it a quick charming lesson in suspension of disbelief.)
As I await the arrival of Four Groovy Buttons (having not been terribly impressed with Rockin In My School Shoes, ymmv), I’ve been revisiting the original Pete the Cat, and during my commute this morning I thought that Paolo’s song “New Shoes” would be a great pairing (ha! pairing! shoes! ahem) during a storytime. You could have the kids just get up and dance, or if they need a bit more encouragement, pass out shakers or dancing scarves to help them find the groove.
So now the kids have their backgrounds and their characters.
Then they just had to glue them down and voila! Their very own Eric Carle-esque creations!
Has anyone else managed to do a long term author/illustrator based program like this one? Ours went off pretty well; for those with attendance concerns, this is a registered program and we did stress that regular attendance was important, but for kids who missed some sessions we just caught them up as best we could, and no one seemed the worse for it.
If you’re interested in my Beginning Readers Storytimes, I’ve begun collecting them under their very own category, so they should be much easier to find.
During this session of beginning reader storytime, we’ve been focusing on writing. We wrote on dry erase boards, created an alphabet book where we wrote words, made letters out of pretzel twists, and this week we wrote in shaving cream, which was, frankly, just a whole lot of fun in addition to being a great outside of the box literacy activity. For the entire 15-20 minutes we played and wrote in the shaving cream, the kids and parents were laughing up a storm. (If you do this, you might want to remind parents to keep their shaving cream at home extra out of reach for a little bit, lest it tempt their kids.) Next week we’re going to be writing in rice, which is another great way for kids who aren’t great with conventional writing materials to practice writing.
I’m using Digital Storytime and the CYBILS site to curate a collection of early literacy apps for my library’s iPad. I’d really like to offer these apps to my patrons who are interested in items such as Your Baby Can Read and Hooked on Phonics, but I’m not sure of the best way to circulate this iPad. Do other libraries allow these expensive items to go out the door? Do you make them in house use only?
Here are some of the apps I’m looking to buy:
Wee Sing & Learn ABC.
The Edible Suit, based on the new vestments by Edward Lear
Dr. Seuss’ ABC (pretty much any Dr Seuss app, actually)
Harold and the Purple Crayon
Richard Scarry’s Busytown
Don’t Let the Pigeon Run This App I have to get there Any BOB book apps
Nosy Crow Cinderella
Any Sandra Boynton Book Apps
The Monster at the End of This Book
Go Away, Big Green Monster
Does anyone else use book/literacy apps in their library, either as a collection or as a programming tool? Let me know!
Want to cash in on the super-popularity of Pinkalicious but don’t want to alienate boys (or, more likely, the parents of boys)? Then throw a Colorlicious party instead! Fans will still get to enjoy the sublime Pinkalicious, but with a bit of variety to cut the cloying gender paradigm.
Here’s the program we presented at my library, to the best of my recollection:
Little Blue and Little Yellow by Leo Lionni
We just did a straight up reading of this classic, which I love, love, love. Best not dwell too long on how they hugged so much they became green; that could become an awkward conversation. Sometimes I’ll ask the kids if they’ve ever been so sad that they cried themselves to pieces. I tell them I hope they never do.
Mouse Paint by Ellen Stoll Walsh, with special guest the mouse
I brought in my own personal white mouse puppet to introduce this book. As we read the story we draped him in the appropriately colored scarves. It was pretty interpretive puppet dance-tastic.
Make a Rainbow (fruit salad flannel board).
See the pictures below. Our “pot” kind of looks like a robot, so of course I made it talk in a robot voice, demanding fruit.
Make a Rainbow
(some good soul who typed out our copy made this poem all grammatical by using “have”, but the rhyme demands that you use “got.” Usually I am a grammar stickler, but poetry takes precedence, and colloquial usage is near and dear to my heart, so please, got it up here. Although the last line doesn’t rhyme with anything, but after all that vigorous stirring, you just have to hope no one notices or cares. The robot voice helps distract from the crappy lack of rhyme as well.)
Take some cherries and put them in a pot.
Stir them, stir them, stir them a lot!
Pour them out and what do you got?
The prettiest red you have ever seen!
Repeat with: oranges, lemons, limes, blueberries, and grapes. If you can’t figure out which colors go with which fruits on your own, might I suggest another line of work?
Pinkalicious! Ah, the book we’d all been waiting for. This book was a hit with everyone.
“Sunshine, lollipops and rainbows” with shakers! (dance party)
We handed out shakers to the kids, put on this song, and busted a move. If you don’t dance in your storytimes, might I ask why you hate having fun?
We got a new alligator puppet. Our previous alligator puppet was a head and torso model only, whereas our new one is a full body model.
I use this alligator to eat the monkeys from our monkey mitt during the song “Five Little Monkeys Swinging In The Tree”, which is really just Battle Royale/Hunger Games for toddlers and preschoolers. The old alligator was able to adeptly “spit out” each monkey after eating, contributing to the ruse that he was snapping those monkeys right out of that tree.
The new puppet, however, must have a more felt-y, less plush mouth, because with him, the monkeys stick. In his mouth. Between his teeth.
Oh, the hysterical laughter. The squealing. The joy tinged with bloodlust.
I could have freaked out that something went wrong. I could have stopped in my tracks because something was different. Instead, I made a joke, went with it, and ended up with an even better performance than usual.
For the second stage of our Eric Carle Art Adventure, we used watercolors on heavy paper. I gave kids the choice to draw something first, or just paint and draw and cut out a creature next week. Most of the kids just went ahead and painted. We talked a bit about how the watercolors were different than the acrylic paints that we used for the backgrounds.
Next time, they’ll add details with colored pencils and cut out their characters.