Module 10: Daddy’s Roommate

Summary: A picture book introduction as to what it’s like when a child’s father is living with another man. The story depicts a child’s view of his daddy’s “roommate,” meaning his live-in significant other. It appropriately introduces new concepts of family, friendship, change, acceptance, and love with a child's point of view in mind.

Reference:

Willhoite, M. (1991). Daddy’s roommate. New York, NY : Alyson Books.

Impressions: 
When this book came out in 1991, the subject was cutting edge. It was deemed inappropriate simply because being gay or having gay parents was often sens as unacceptable, or the subject was left unspoken publicly. These days, it’s hard to imagine such a backwards point of view. Or is it? How much social integration has occurred in the past 25 years? The book is still valuable because it is an introduction as to what a family can look like. Heterosexual parents still separate, as they do in the book, and children deal with their parents seeing new people, and integrating new relationships into their lives. This is a real-life scenario that happens daily. While the book handles the trauma of major life changes a little too delicately, simplistically, and optimistically, what it is trying to do is prove that the concept of a new person in the family dynamic can be anyone: father, mother, male, or female. Kids these days deal with multiple parents, siblings, grandparents, from any combination of relationships, whether gay, straight, lesbian, or even transgender. The book still holds up, because the intention is true; the story exists to give younger kids the proof that fathers can have "roommates," they can exist with other men in harmony. I would hope that today’s reading audience would be more comfortable saying boyfriend, friend, or husband, but the “roommate” euphemism suffices for this particular story. While we don’t learn much about the two mens’ personalities, we see that the child accepts them as people. The two men sleep, eat, shop together. There is evident joy and humor, and it is mostly without judgement. This is certainly not the best option to provide children who have gay parents, since its message is too oblique and safe, it might be a good read for kids with cis-gender parents, looking to introduce the concept of gay parents.

Review: 

“Willhoite's… colorful characters with their contemporary wardrobes and familiar surroundings lend the tale a stabilizing air of warmth and familiarity.” Publisher’s Weekly

(2000, April 3) [ Review of the book Daddy’s roommate, by M. Willhoite ]. Publisher’s Weekly. Retrieved from: https://www.publishersweekly.com/978-1-55583-178-3

Library use: A good option for a display for June's LGBT Pride Month. It's also a good book to use in story times. It is short, easy to read, and the concepts do not have to be explored too deeply with younger kids. A few might ask questions, or giggle that the two men are living together. In a receptive community, this would be an obvious choice for talking about families. In a more conservative community, it may open up lines of communication. Be prepared for complaints, and make sure the library has a policy in place that states acceptance of materials of all types, and refutes censorship.

Module 9: The New Kid on the Block

Summary: In this expansive and exuberant collection of over 100 poems for children, Prelutsky writes about anything and everything. Poems range from those about jellyfish (Jellyfish Stew) and ice cream (Bleezer’s Ice Cream) to sibling rivalry (Mean Maxine)  and responsibility (Homework! Oh, Homework!). Most pieces are humorous reflections of things everyday kids deal with while growing up.

Reference:

Prelutsky, J. (1984). The new kid on the block. New York, NY : Greenwillow Books.

Impressions: I have such fond childhood memories of this poetry collection. I received a copy for my birthday when it was released, and devoured all the poems. They are still funny, clever, and full of energy. Poems like “My Mother Says I’m Sickening” jokes about all the ways one should not play with his food. Another like “I am Flying!” speaks to the adventurous spirit and wonder of childhood imagination. Others like “The Zoosher” and “The Flotz” describe monster-like characters with attributes too silly to make them scary. There is so much whimsy to Prelutsky’s poems, and illustrator James Stevenson’s pen and ink drawings, that it is hard to picture a child not being able to find at least one poems that speaks to them personally. This is definitely a great book to read aloud with children, to highlight the musicality, rhythm, and rhyme of the poems. It is timeless in its themes and writing style.

Review: 

“The pair-up with Stevenson is the coup here: both have an offhand drollery that knows no age distinctions. A fat, squat book, full of jolly rhymes and juicy drawings, that's fun just to have around.” - Kirkus Review

(1984, August 20) [Review of the book The new kid on the block, by J. Prelutsky]. Kirkus Reviews. Retrieved from: https://www.kirkusreviews.com/book-reviews/jack-prelutsky-10/the-new-kid-on-the-block/

Library use: This is a perfect book for a children’s poetry event. Offer it, along with other famous children’s poetry books, to kids wanting to participate in a poetry reading afternoon. Have kids come with poems memorized, or allow them to read one aloud. Discuss what they like about each poem, and if it holds personal meaning to them.

Module 8: Double Helix

Summary: In this young adult novel, 18-year-old Eli struggles with seeing his mother dying of Huntington's disease. Soon he discovers a major secret about his life while working for a scientist who specializes in genetic engineering. While facing the demons of his mother's past, Eli must also question the uncertainties of his own future.

Reference:

Werlin, N. (2005). Double helix. New York, NY : Puffin Books.

Impressions: This is such a fascinating read. Eli is a likable and relatable teen character. What he goes through, watching his mom face certain death, is mirrored by the turmoil he encounters while working at a new job in a genetics lab. We gain more insight into Eli and his future with his interactions with lab owner, Dr. Wyatt, someone smarmy and overconfident, definitely a villain, not so much in disguise. Eventually, Eli discovers that Kayla, the girl he meets who reminds him so much of his mother, is a product of genetic engineering. The story delves into deep questions about bioethical issues, and the complex relationship between family dynamics and giving your children the truth. Werlin builds a world around the main character, and has written a sharp story with enough to think about after finishing that it leaves the reader wanting a sequel, one, sadly, that does not exist. Even though the book is 12 years old, it still has a modern feel, as most of the science and technology discussed seems even more possible now than in the past. This would be a recommended read to teens and even adults who enjoy sci-fi mysteries or medical thrillers.

Review:

“In this mesmerizing novel, Werlin (The Killer's Cousin ) adapts the medical mystery genre to explore the bewildering, complex issues surrounding experimental gene therapy.” - Publisher’s Weekly


(2004, February 16) [Review of the book Double helix, by N. Werlin]. Publisher’s Weekly. Retrieved from: https://www.publishersweekly.com/978-0-8037-2606-2

Library use: Yet another great option for a young adult book group, to discuss issues of privacy rights, honesty, and expectations from parents. Other topics could include genetics, hereditary disease, or coping with death or fatal illnesses. While the subjects may get dark, they will create cause for great open discussion. It could also simply be a great recommendation for teen readers who like sci-fi thrillers or mysteries.

Module 7: Orangutans Are Ticklish

Summary: A nonfiction picture book for kids 3 and up, Orangutans are Ticklish features large-scale photos of animals ranging from elephant to aardvark, and offers tidbits of information throughout, such as, “Kangaroos can’t hop backward, but they can hop forward as fast as 30 miles per hour!” The images and text highlight interesting animal facts for readers of any age.

Reference:

Davis, J., Grubman, S. (2016). Orangutans are ticklish: Fun facts from an animal photographer. New York, NY : Dragonfly Books.

Impressions: This is a wonderfully joyful nonfiction picture book created by a professional wildlife photographer, which provides little-known facts and observations about 13 popular wild animals, such as hippos, kangaroos, elephants, and chimpanzees. The huge proportions of animal to page make the book feel whimsical and charming. Gruber manages to get shots of these animals in studio that capture them doing what they would do in the wild (yawning, playing, just standing), along with explaining how they act in captivity. Davis writes entertaining nuggets of information for kids to absorb, like the animals’ eating, behavioral, and physical habits. It is a great read for kids who already love animals, and want to know more about the animals that are usually too large or wild for traditional photoshoots. Additional animal facts are located at the end of the book, to encourage further reading and education on all of the creatures featured in the book. The text is easy enough for younger children to have read to them, and for older children to read on their own.

Review:
“Terrifically vivid pictures that also show personality in abundance.” - Kirkus Review

(2010, May 1) [Review of the book Orangutans are ticklish: Fun facts from an animal photographer, by J. Davis]. Kirkus Review. Retrieved from: https://www.kirkusreviews.com/book-reviews/jill-davis/orangutans-are-ticklish/

Library use: The book would be great to use during any animal program for kids ages 6 and up. It could be read as a group, with each child taking on the role as reader for one page, then collectively having a group act out animal behaviors. In combination with an animal visitor, the book is an engaging introduction into new facts about otherwise well-known wildlife.

Module 6: Pink and Say

Summary: Based on a true story, this picture book tells the historic story of two Union soldiers during the U.S. Civil War. White solider Sheldon "Say" Curtis is wounded in battle and left for dead in Georgia. When black soldier  Pinkus “Pink” Aylee finds him, he nurses him back to health. Pink is then shocked to learn that Say wants to return to battle. The two men come to terms with Say’s decision, as getting Pink’s freedom is the reason both men are fighting in the first place.

Reference:  
Polacco, P. (1994). Pink and Say. New York, NY : Philomel Books.

Impressions: Told in flashbacks, from Say’s point of view, Pink and Say is a children's book that speaks of hard decisions and strong friendships. Polacco’s illustrations are haunting, evocative, and show colorful emotion, determination, and fluidity, much like the main characters. The writing honors the bond that soldiers, even strangers, shared during the War’s destruction. It offers a glimpse into the reality of damaged lives and the hurt and pain seen during battles, recovery, and aftermath. When Pink carries Say back to the family home where Pink was once a slave, he turns Say's care over to his mother, Moe Moe Bay. The bond between the three deepens, and the men begin to feel as if they are brothers, and not just in arms. The whole story is deep and powerful, but lightened around the edges through Polacco’s soft tones and warmth towards the two men, and all they are fighting for. The greatest message is Polacco's emphasis that the sickness they are all fighting is slavery. The book is definitely poignant, a tribute to heroic people, and still telling and relevant to a modern reader. Maybe a time will come when the book’s meaning will be less impactful, but for now, the story’s message still resonates.

Review: "The stunning illustrations--reminiscent of the German expressionist Egon Shiele in their use of color and form--are completely heartbreaking. A spectacular achievement." - Kirkus Reviews

(1994, September 15).[Review of the book Pink and Say, by P. Polacco]. Kirkus Reviews. Retrieved from: https://www.kirkusreviews.com/book-reviews/patricia-polacco/pink-and-say/

Library Use: This is a difficult book to read aloud to a group, which makes it challenging to incorporate into a group library program. It is at once poignant, educational, and heartbreaking. I would opt to put it on display for Black History Month, or suggest it to local public school teachers for a lesson on the Civil War, racism, or general United States History.

Module 5: The Adoration of Jenna Fox

Summary: Teenager Jenna Fox wakes from a year-long coma with no memory of her family or her past. After watching videos of her childhood, memories start returning, but she soon begins to realize that secrets are just around the corner. Soon Jenna is involved in dystopian world she never could have imagined.

Reference:

Pearson, M. (2009). The adoration of Jenna Fox. New York, NY : Square Fish.

Impressions:
Jenna seems to remember experiencing her coma, but she doesn’t remember the accident that caused it. Her parents explain the accident, but her past and current identity remain a mystery. Her family has abruptly moved from Boston to California, and taken almost nothing with them, so Jenna is continually frustrated and confused about their living situation. She’s not allowed to talk much about herself, which only leads to more alienation between her and her family. Once her memories start returning, Jenna can piece together what and who she is, which is an accident survivor re-engineered to live again following the crash that should have killed her. Her family exceeded the amount of repair that she should have legally be able to receive, and are now in hiding. I liked that this futuristic story seamlessly blends sci-fi, mystery, romance, and family drama plotlines. As Jenna becomes more aware, and the reader experiences the turmoil that Jenna is going through, Pearson keeps the tone forthright. Is Jenna human anymore? Is she worthy of being alive? Is she even alive? I liked how Pearson provided a character going through very overdramatized situations, but handles them like a real teenager, a feat that is perhaps unbelievable, given the context, but somehow necessary to make the character relatable. An enjoyable read, and one that makes you think about the worth, role, and consequences of genetically modifying humans.

This is the first book in a series called The Jenna Fox Chronicles.

Review:

“Part dystopian tale, part medical thriller, and part coming-of-age novel, this page-turner has it all.” ―School Library Journal

(2008, December 1). [Review of the book The adoration of Jenna Fox, by M. Pearson]. School Library Journal. Retrieved from: http://www.slj.com/2008/12/reviews/best-of/best-books-2008/

Library use: This is another great option if the library is starting up, or already running, a book club for teens. It is appropriate for ages 14 and up. Prepare a list of questions for the group, and allow for plenty of time to talk through the major themes, including genetic engineering, medical ethics, what makes us "human," and parental control versus individual decision-making.

Module 4: Stargirl

Summary:When Stargirl comes to town, everyone notices, especially her high school classmates. Told in flashback by her friend, Leo, the book tackles the issues of teen conformity, independent thinking and actions, and what the price is for wanting to be yourself.

Reference:
Spinelli, J. (2002). Stargirl. Chicago, IL : Ember.

Impressions: The book addresses the pettiness and cruelness of adolescent relationships, teenage behavior, and the acceptance and rejection of fellow students. While the story is compelling, it also somewhat dark. Most of the story is narrated by Leo, who looks back nostalgically on the time he was friends with Stargirl, the "new girl in town," who does things considered odd, like singing happy birthday to people in the cafeteria during lunch, dressing in prairie clothes, and placing a flower in a vase on her desk. There is a variation of time sequences and narration that might be jarring to readers, and the text definitely requires a lot of attention to the language, scenes, and speakers.

Leo’s tenderness towards Stargirl is evident, but the story provides details on the harsh realities of trying to fit in, and desperately wanting to be accepted for who you are. It brings up questions about identity, and whether kids should “be themselves” or simply to conform to be acceptable to the masses. Stargirl is a free spirit who seems to care very deeply for others, but over and over this is not considered acceptable. Once she finally achieves popularity, it crumbles underneath her as quickly as it arrived. There is right in her wrongs, and wrongs in her rights. The story balances these issues, but refuses to resolve them, not offering any specific solutions. This is realistic, but potentially troublesome for readers who struggle to find their place at school and in social circles. The book is immensely honest, but somewhat disturbing in its authenticity.

Review: 

"Spinelli has produced a poetic allegorical tale about the magnificence and rarity of true nonconformity." - The New York Times

Groban, B. (2000, September 17)  [Review of the book Stargirl, by J. Spinelli]. The New York Times. Retrieved from: http://www.nytimes.com/books/00/09/17/reviews/000917.rv110501.html

Library Uses: 

This would be a great option if the library is starting up, or already running, a book club for young readers. It is appropriate for ages 14 and up, and would make for great discussion. Prepare a list of questions for the group, and allow for plenty of time to talk through the major themes, including conformity and social pressures.

Module 3: Viva Frida

Summary: With minimal bilingual (Spanish/English) text set among colorful photographs of posed dolls and felt animals, this picture book story depicts famed Mexican painter, Frida Kahlo, her husband, artist Diego Rivera, a pet monkey, and a deer. 

Reference:  
Morales, Y. (2015). Viva Frida. New York, NY : Roaring Brook Press.

My impressions: Morales, as author and artistic designer, gives the reader vibrant, bold-colored images featuring gorgeous handmade dolls and other creations. Morales offers an immersive world for young readers. All of the text is sparse and bilingual, allowing the child to learn basic English and Spanish phrases about movement and sensory exploration, wisdom, kindness, friendship, and love. The book's scenes, photographed by Tim O'Meara, provide a very colorful and fanciful introduction to an acclaimed artist and the inspirations behind her art, mostly her portraits and self-portraits. Kahlo is presented as inquisitive and excited to learn new things, which makes the whole book feel like an inclusive story book, one that allows children to feel experiences rather than simply be taught a lesson. It teaches patience, wonder, and appreciation for nature and gentle interaction with the outside world. A short biography of Kahlo is also included.

Review:
“This luminescent homage to Frida Kahlo doesn't hew to her artwork's mood but entrances on its own merit . . . Visually radiant.” ―Kirkus Reviews

(2014, July 29) [Review of the book Viva Frida, by Y. Morales]. Kirkus Reviews. Retrieved from: https://www.kirkusreviews.com/book-reviews/yuyi-morales-2/viva-frida/

Library Uses:

This would be a great item to add to a multi-cultural picture book display with bilingual books. Or it could be used for either a program related to National Hispanic Heritage Month in September, or a display on kids books about artists.

Module 2: I Want My Hat Back

Book Summary: After bear's hat goes missing, he heads out on a mission to find it. One by one, he asks other animals if any of them have seen it. Eventually, something makes bear think that he has indeed seen his hat. These inquisitions lead to a most devious conclusion.

Reference:  
Klassen, J. (2011). I want my hat back. Somerville, MA : Candlewick Press.

Impressions: This is a witty and irreverent picture book for young readers. The illustrations are bold, yet simple. The text and story are presented only in dialogue, which helps the child pick up on intonation and other aural reading cues. As bear gets more frustrated, the other animals get snippy with him. When he eventually realizes where his hat might be, the ending is both clever and sinister, something that a child might find hilarious or horrifying. It brings up issues of want, lying, patience, friendliness (or lack thereof), and ugly retribution. It demands a certain reader, but if your child can handle some dark humor, it is very entertaining, has a great payoff, and can be read over and over to the point of easy memorization.

Professional Review: “I Want My Hat Back is a marvelous book in the true dictionary sense of marvel : it is a wonderful and astonishing thing, the kind of book that makes child laugh and adult chuckle, and both smile in appreciation.” - The New York Times

Paul, P. (2011, October 12) Not just another bear story [Review of the book I want my hat back, by J. Klassen]. The New York Times. Retrieved from: http://www.nytimes.com/2011/10/13/books/review/not-just-another-bear-story.html

Library Use: This would be a great book to start a group of children out with if you are teaching an improv class, or other theatrical performance. It allows for multiple characters, and encourages appropriate timing, humor, and other performance skills. After reading the book as a group, with each child taking on one role, see if the children can come up with clever responses of their own to tell the bear looking for his hat.

Module 1: Winston the Book Wolf

Summary: This is a very charming and engaging story book about learning appropriate library behavior. Winston the wolf loves to eat words. After eating a library sign telling him “No Wolves Allowed,” Winston is taught by a young girl named Rosie the basics of reading words instead of eating them. Soon, he is a reader and lover of books, and able (in disguise!) to share his new skill with other children at the library.

Reference: McGee, M. (2006). Winston the book wolf. London, UK. : Walker Books.

Impressions: I have read this book many times aloud to story hour groups. It is engaging and interactive, and teaches lessons about the values of reading. and respecting rules. The book opens with Winston trying to eat a library sign, and ends with him fully involved in the library’s daily use. The reader, through Winston, is taught how to follow directions, how to be considerate of others, and the best ways to appreciate reading books.

The illustrations are vivid and eye-catching. Winston is forthright and a bit devious, but when taught otherwise by his young friend, Rosie, he experiences first-hand the benefits of reading. The story is sprinkled with repetitive phrases (No wolves allowed!) and onomatopoeia (crunch, munch) that kids can repeat to be more interactive. By the story’s end, the child should have a better understanding of both reading and using the library. Winston is an exuberant character that draws kids in, and the story’s text is well-paced and structured to build adequate reading and comprehension skills. I would recommend it for early readers ages 4-6.

Review:

“Youngsters just embarking on their reading adventures should eat this up.” - Publisher’s Weekly

(2006, July 24). [Review of the book Winston the book wolf, by M. McGee & I. Beck]. Publisher's Weekly. Retrieved from: https://www.publishersweekly.com/978-0-8027-9569-4

Library Use: For my public library story times designed for ages 3-6, this book has been used with a wolf hand puppet for interaction. I also made several large cue cards for parts where the children can shout along to certain repeated phrases. I pause occasionally to ask questions, and make sure the group is following the plot and jokes.