I'm guessing most of you kidlit-friendly and book-bloggy readers out there already know that we're in the middle of 2010's Banned Books Week. (September 25 to October 2.) Did you know that an estimated 70 to 80 percent of the cases in which books are challenged at libraries and schools are never reported to the American Library Association? That surprised me for some reason. And then it didn't. Hard to know, of course, whether those challenges turned into bans or were summarily (or at least eventually) dismissed.
I haven't decided which banned to read in celebration of my intellectual freedom, but I'll definitely pick something tomorrow evening — 'cause that's when I plan to start reading it!
Meanwhile, I thought I'd share a roundup of the most interesting BBW-inspired links I've come across.
Nifty interactive map showing locations of documented challenges. Click on the pins for exact location information and links to challenge letters. Yowza.
ALA lists of the 100 most frequently challenged books of the decade: 1990–1999 and 2000–2010.
ALA's description of the difference between a banning and a challenge.
Article at the DePauw University site stressing the continued importance of BBW.
Opinion piece that misses the mark (in my opinion) by calling age-appropriate book selection by professionals a form of book banning. (But, clearly, the writer also wants to keep books out of her child's school library based on what she doesn't want HER child to read.)
I am in between projects at present. Waiting for new writing guidelines to come in. Any. Minute.
Meanwhile, I'm spending ALL of today and tomorrow (even if the guidelines get here, which they won't until Friday) looking ahead to potential new business. On my list of things to send out: a simple "Hello, I am here" email to two regular clients; an updated publications list with samples to a developer asking for same; a nonfiction proposal to a publisher I've worked with in the past; a reply to a foreign publisher asking me what I do; and a writer-in-residence application for next year.
If I still have extra time, I'll implement some sorely-needed updates to my author site and editorial services site. Those poor dears need to be ushered into 2010.
Some of you know that one of the classes formerly on deck for EFA's fall schedule was based on Julia Cameron's well-known creativity program-in-book-form The Artist's Way. It was supposed to start this week, but I had to cancel it Friday due to low registration. (And by "low registration," I mean NO registration. It happens!)
I had planned to take this course. After canceling, I looked into the instructor's other classes. Her workshops get RAVES. But the class times just weren't right for me.
So guess what. I've decided to work through the program on my own. Starting . . . before now . . . here is the plan.
I'll study one book chapter each week. (Did that on Sunday.)
I'll write dailymorning pages — that's 3 pages of longhand stream-of-consciousness writing, first thing every day. (So far, so good.)
And I'll take myself on a weeklyartist date — that's a solo activity of my choosing meant to feed my creative side. (I've got something BIG brewing to kick things off.)
Also, I'll track my thoughts 'n' progress on the blog. As I feel like it.
Wanna follow along . . . or cheer me on . . . or tell me about your own AW experience? Leave a comment here at the blog to let me know you're out there!
Meanwhile, I've got some work to do so I can justify slipping away for my date tomorrow night.
Just out from Magic Wagon is my new nonfiction picture book series called Let's Be Social! Written specifically for the school and library market (RL 3, IL PreK–4), these six books introduce young readers to the various social groups they encounter and must learn to navigate in their community: family, friends, school, teams, worship groups, and neighborhoods.
From the publisher's description:
MAKE FRIENDS
"The Let’s Be Social series explores the social settings that have a special role in a young reader’s life and community. Easy-to-read text and bright illustrations explore the
relationships, diversity, and interactions that can be found in the world around them. Introduce your students to the groups, places, and people around them. And let’s be social!"
GO TO SCHOOL
Concepts are correlated to state standards, and the vocabulary is appropriate for readers in Grades 2–3, as well as younger children experiencing the books as read-alouds. Illustrator Chris Davidson's fun, cheerful artwork will appeal to kids throughout the interest-level range.
Each 32-page book includes a TOC, glossary, and index, and the series was fully vetted by content consultants.
GO WORSHIP
JOIN A TEAM
Naturally, I enjoyed writing the books! I hope teachers, counselors, librarians, and parents will enjoy sharing them with the young people in their lives. And, above all, I hope young readers will have fun exploring my take on the many forms of community.
MEET YOUR NEIGHBORHOOD
A huge P.S. You know it's Nonfiction Monday in the kidlitosphere, right? That means you can learn what nonfiction books (or related topics) other kidlit bloggers are buzzing about by checking out this week's host blog, Rasco from RIF. Head on over there to see a listing of Nonfiction Monday posts. You can even add your own link if you're so inclined!
Ever since purposely going off my established blogging schedule (three years ago? more years ago?), I've struggled with resuming any kind of blogging schedule at all. The post-as-I-can approach was supposed to be temporary. A few weeks, maybe. Ha!
I've blogged more regularly this year, but "more regularly" doesn't exactly make for a truly active blog in this case. Sigh.
On my to-do list for next week: Decide what I'm doing with the blog! Honestly, I know why I've had trouble reconnecting with it. But it really is time for me to figure out what I want the blog to be from here on out. I think it needs a bit of a thematic makeover. Not sure what that will mean, though.
While cogitating, I'm going to do the least I can do for the health of my little blog, and that is to schedule two posts per week. If I add it to my work calendar, I will do it. 'Cause I do not like to disappoint the boss.
First up, starting September 21 in Seattle, is the NEW-to-EFA 12-week TheArtist's Way Class based on Julia Cameron's bestselling book on creativity, The Artist's Way. This is an excellent opportunity to work through Cameron's program (and more!) in a fun and supportive group setting. The class meets Tuesday evenings through December 7 at Present Sense.
Next, we have a trio of online classes (by far our most popular format!) to suit a number of professional-development needs:
Proofreading — starting September 23. Taught by our popular copyediting instructor, this 5-week online course is a great intro to proofreading for anyone wishing to explore the topic or expand their editorial skills.
How to Get Freelance Writing Work — starting October 13. If you want to write great pitches, make more effective business calls, and sell higher-paying stories, this 5-week online class is for you!
Navigating the Children's Writing Biz — starting October 29. This NEW 4-week online class demystifies the business side of children's publishing. Lessons cover the market, must-have resources, submissions processes, and networking.
Then later in the fall, we're heading East to sponsor three more in-person workshops:
Substantive Editing I — November 6. This one-day clinic is held at EFA Headquarters in Manhattan focuses on editing for clarity. The instructor uses a mix of lecture, in-class exercises, and group discussion.
Substantive Editing II — November 13. Picking up where the first clinic leaves off, this workshop — also held at EFA Headquarters — delves deeper into the art of substantive editing. The clinic stands alone, and you don't need to have taken SE I to register. (Note that there is a 20 percent discount for those taking both clinics.)
Introduction to Indexing — December 4. This NEW half-day workshop in Richmond, Virginia (a new location for the education program!), gives freelancers an overview of indexing as an editorial discipline and helps them think about adding indexing to their list of services.
I am really looking forward to this season!
For full course descriptions and to use EFA's secure online registration system, visit the catalog page today. And do feel free to help spread the word!
Last year I blogged about writing six nonfiction picture books in six weeks. I thought that was ambitious.
Whoa there, kids, hang on a second. I should clarify: I knew that was ambitious.
I'll be wrapping up a book I started yesterday by the end of TOday. (Knock on wood.) (No, wait, that implies it might not happen. Must make it so.) And then guess what?
Every once in a while the writer-for-hire has no choice but to work the weekend. Sometimes I work on a weekend just because I feel like it. And yes, sometimes I really do just feel like it. (What can I say, I like to work.) But this weekend I just plain need to work. Not nearly enough hours in the regular days.
See, I took on this large rush-job project only recently, and instead of trying to negotiate more reasonable deadlines, I accepted the client's timeline terms. That's despite still needing to meet a different client's deadline first. (Which I did, thankyouverymuch.)
Funny thing is, I think I could have gotten a little scheduling leeway. I've worked with this client many times. And my editor actually said, in a legal-evidence-quality email, that we could talk about spacing out dates if I wanted to.
But — does this sound strange? — I really didn't want to. (I. Know!)
It's the freelancer's dilemma:
If I'd stretched out this work and actually taken that extra time (which, to try to be clear, wasn't really extra time at all), I'd be bumping in to, or possibly jeopardizing, deadlines for a project set to start a bit later. If I want this particular project I'm working on . . . and, obvs, I do 'cause I'm working on it . . . my own schedule demands that I finish the work in time to do the next thing.
And this is where I'll leave you, my bloggy friends. Saturday night break time is over. I need 200 more words before bedtime, and I'll be hanged if I'm not going to write them.
Yes, yes, the big 50th publication birthday for Harper Lee's brilliant To Kill a Mockingbird was officially Sunday, July 11. It's now July 14. But I'm not done thinking about it!
(Besides, I totally missed the party Sunday while taking a lovely day to be outside, read a book, talk to family. And never mind the fact that — with all the months of birthday coverage I'd already seen — quite frankly I'd started tuning out whenever I saw something new.)
Mockingbird is one of those rare books that garners near universal acknowledgment as a masterpiece. For me, just seeing the book cover or hearing the title makes me immediately call up a feeling of reverence for this powerful story featuring timeless themes, a you-are-there setting, and distinctly drawn characters.
I really don't remember when I read it for the first time. Was it on my own, or for school? That I don't recall surprises me, as I do remember exactly "when" for so many of my other all-time favorite books, including those read first in childhood. I do know I was a youngster of the teen-type. I also know I reread it in college, for work in the early 1990s, and then again for fun probably five years ago. Or so. (Naturally, I've also seen its equally brilliant film adaptation numerous times.) I know I loved it from the start, but I don't think I truly sat in awe of it until I was older.
Obviously, Mockingbird deserves this year-long celebration. For giving us all such a lasting gift, Harper Lee — its fascinatingly private author — deserves all the accolades we can throw her way. And I have enjoyed seeing myriad journalists, scholars, celebrity authors, and celebrity-celebrities (oh: Oprah, too) reflect on their experiences with/feelings about/analyses of the book.
But what I want to know is, How do today's young people feel when they read it? (And many do read it.) How does it play with a contemporary audience who didn't read it in the context of "current" life in the 60s, 70s, 80s, or 90s? Does the book speak to today's kids? Do they love it too?
I found this amazing book trailer created by a junior high student. Take a peek.
This gave me chills. (Well done, Max Weinstein of Paideia School in Atlanta!) It made me want to dive back into the book, to recapture that wider-eyed, all-senses-firing feeling I get when I'm completely lost in a story.
While replaying the trailer, all I can think about is how happy I am to see a tangible reminder that kids today not only are connecting with this great work, but they are, in fact READING books of all types and LOVING IT. I know, this was a school project, but still. That creative kid was moved and inspired by reading.
Those of us working in publishing and education — and, of course, countless tuned-in parents — know we're growing legions of eager young readers, but news of the world so seldom focuses on them. Much time is spent lamenting the problem of getting children to read at all. Not that it isn't a serious problem we must address; I just think the occasional good news is nice, too. So I decided to take a few minutes to reflect on those who are reading. To celebratewhat they're reading and how THEY'RE affected by our beloved To Kill a Mockingbird, other classics, and all the great new literature they get to enjoy.
You know they have opinions (and one could argue those are the most important ones). And you know the books are shaping their lives — from now to when they, too, can play Remember When about their own all-time favorites.
Rough night here last night — it was July 4, which always means that — in addition to the known fireworks show from sundown till midnight — random firecrackers must be set off around the neighborhood from about 10:00 a.m. through the wee hours of today. (In this wee case, the last cracker KA-POWed at around 4:00 a.m.)
Anyhoo, I finally got some actual sleep between 4:30 and Later, and my hard slumber produced one of those crazy-real full-blown-storyline dreams I adore:
See, in my dreams, I was hosting a glamorous pool shindig — a launch party for my as-yet-to-be-sold WIP, which will be my first YA novel distributed in the TRADE MARKET. Yes, Universe, I'm shouting to YOU. Seemed like fun with beautiful food, live music, and 70s-chic attire. Guests included friends, family, and . . . Chevy Chase. (Delirious much, Lisa?)
What fun it was to wake up remembering the vision and knowing there was some truth to it.
I will finish and publish this novel. And a celebration will follow. I doubt the party will look exactly like the one in my dream. But that is not the point.
I'm guessing most of you kidlit-friendly and book-bloggy readers out there already know that we're in the middle of 2010's Banned Books Week. (September 25 to October 2.) Did you know that an estimated 70 to 80 percent of the cases in which books are challenged at libraries and schools are never reported to the American Library Association? That surprised me for some reason. And then it didn't. Hard to know, of course, whether those challenges turned into bans or were summarily (or at least eventually) dismissed.
