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OCTOBER 29, 2010
MEMBER LIBRARY DIRECTORS *CHILDREN’S LIBRARIANS
Renee McGrath, Youth Services Manager
2011 Annual Mock Caldecott Discussion Day MONDAY, DECEMBER 6, 2010 9:00AM – 12:00PM (PLEASE NOTE WE ARE STARTING AT 9AM) Andrew Geddes Meeting Room Nassau Library System
Our annual Mock Caldecott Discussion Day will be here soon! This is a wonderful opportunity to examine and evaluate some of the many titles that were published for children in 2010, and to select our top choices for this prestigious award. Attached to this memo is a list of 22 titles. I have changed the format this year. We will be breaking into two separate groups, each responsible for reading 11 titles and voting on their own winner. Please see the attached documents that explain the new format along with an agenda and guidelines for discussion. If you plan on attending, please either fill in the form below, or email Judy at [email protected]
Please Return to Judy Burkhoff, NLS Youth Services ___ I will attend the Mock Caldecott Workshop on Monday, December 6, 2010 at NLS Name _______________________________________________________________________ Library ______________________________________________________________________
900 Jerusalem Avenue
Uniondale, New York 11553
Phone (516) 292-8920 ext. 230 Fax (516) 481-4777
Nassau Library System 2011 Annual Mock Caldecott Discussion Day Attached you will find a list of 22 books selected for our 2011 Annual Mock Caldecott Discussion. Each title was published in 2010 and meets the established criteria for the Caldecott Award. The books are some of the best of the year and are included in other Mock Caldecott discussions across the country. Of course, there are many other well-reviewed books and potential Caldecott winners. This is only a small selection of what the Caldecott Committee is actually discussing and there is no guarantee that they will choose one of these titles, but we will have a wonderful day discussing these terrific books and coming up with winners of our own! *Our format will be different than last year. We will be breaking into two discussion groups. Each group will have an opportunity to discuss 11 titles. Each library will be assigned a group – either Group A or Group B. Please check the attached list for which group you have been assigned to and which books you should read. After our discussions, we vote for the winners. There will be one from each group. Our guidelines for voting will be similar to the ones used by the actual Caldecott Committee. I have attached The Criteria for the Caldecott Award and General Discussion Guidelines and also included some thoughts on how to evaluate a picture book from ALSC and a Checklist for Evaluating Books for a Mock Caldecott Program. Hopefully, these will help you in evaluating and discussing the nominated picture books. I encourage you to look at all of your titles before our meeting. However, you can also come early and look at the ones you do not own, or could not get. Please bring any copies of the listed books that you own to the discussion. It would be helpful to have as many copies as possible on the morning of December 6. Engaging in a process that is both vital and dear to the continuation of excellence in literature for young people, the mock discussions allow librarians to become familiar with some of the most outstanding books of the year. Participants will learn how the awards are decided and begin to think more critically about literature.
Agenda 9:00 - 9:30
Time to look at the nominated titles
9:30 - 9:45
Announcements & Caldecott Medal Criteria
9:45 - 11:30
Two Discussion Groups
11:30 - 11:45
Break & Distribution of Voting Sheets
11:45 - 12:00
Voting & Award Ceremony
2011 Mock Caldecott Monday, December 6, 2010 Nassau Library System/ Andrew Gettes Meeting Room Titles for Discussion
Group A All Things Bright and Beautiful by Ashley Bryan Art & Max by David Wiesner Ballet for Martha by Jan Greenberg & Sandra Jordan; ill. by Brian Floca The Boys by Jeff Newman Chalk by Bill Thomson Dave the Potter by Laban Carrick Hill; ill. by Bryan Collier Elsie’s Bird by Jane Yolen; ill. by David Small Here Comes the Garbage Barge! by Jonah Winter; ill. by Red Nose Studio Moon Bear by Brenda Z. Guiberson; ill. by Ed Young A Pig Parade is a Terrible Idea by Michael Ian Black; ill. by Kevin Hawkes Sleepy, Oh So Sleepy by Denise Fleming
Group B The Boss Baby by Marla Frazee City Dog, Country Frog by Mo Willems; ill. by Jon J. Muth Dust Devil by Anne Isaacs; ill. by Paul O. Zelinsky Farm by Elisha Cooper In the Wild by David Elliott; ill. by Holly Meade Interrupting Chicken by David Ezra Stein Mama Miti by Donna Jo Napoli; ill. by Kadir Nelson My Garden by Kevin Henkes A Sick Day for Amos McGee by Philip C. Stead; ill. by Erin E. Stead Summer Birds: The Butterflies of Maria Merian by Margarita Engle; ill. by Julie Paschkis Ubiquitous by Joyce Sidman; ill. by Beckie Prange
Libraries Group A Baldwin Bellmore East Meadow East Williston Farmingdale Franklin Square Garden City Gold Coast Hempstead Hicksville Island Park Jericho Levittown Long Beach Malverne Massapequa – both branches Mineola North Merrick Oyster Bay Plainedge Port Washington Roosevelt Sea Cliff Shelter Rock Uniondale Wantagh Westbury
Group B Bayville Bethpage East Rockaway Elmont Floral Park Freeport Glen Cove Great Neck Hewlett-Woodmere Hillside Island Trees Lakeview Locust Valley Lynbrook Manhasset Merrick North Bellmore Oceanside Peninsula Plainview Rockville Centre Roslyn (Bryant) Seaford Syosset Valley Stream West Hempstead Williston Park
Some thoughts on how to evaluate a picture book taken from ALSC’s handbook on how to do a mock election.* They have the following advice: The best way to evaluate a picture book is to look, and look again and again. Approach the book with the joy of discovery, with open eyes and an open mind, giving the author and illustrator a chance to create a visual experience. Gain an impression of the visual story while flipping slowly through the book from cover to cover without reading the text at first. Viewing the pictures independently in this way also reveals how effectively they flow from one to another. Then go through the book reading the text and viewing the illustrations. Do text and illustrations work together to tell the story, develop the concept, or impart information? Do the illustrations extend the narrative, enhance the story, and add new dimension to the text. Illustrations add visual appeal, decorate the text, and represent the narrative in many picture books, but distinguished illustrations go beyond, to become an integral part of the story. They enhance and enrich the experience by establishing setting, evoking mood, offering nuances to character, leading the eye from page to page and providing visual clues to plot development. You can, or want, to talk about color, perspective, light and dark, shape or line. These all make up a distinguished picture book. Things to consider if they detract from the overall effectiveness of a book include typeface, paper stock, size and shape of a book, the dust jacket, front cover and endpapers. An example of this might be the abrupt cropping of illustrations at the book’s gutter, or page composition, including poor placement of the text in relation to the pictures. Also do not discuss a book’s ‘usefulness’ or its appropriateness for storytime. *Newbery and Caldecott Mock Elections by Kathleen Simonetta. ALSC, Revised Edition, 2001
Aspects of Art: A Checklist for Evaluating Books for a Mock Caldecott Program
Book Title_________________________________________________ Illustrator______________________________________________ After examining the illustrations in the book, circle or underline at least one choice for each category: COLOR: Quiet Soft Combination
Active Bright Other______________
MEDIUM: Watercolor Photographs Gouache Colored pencil Mixed media
Pen-and-ink Oils Cut paper Collage Other_________________
DESIGN: Many pictures on a page Large drawings Many words on a page
Few pictures Small drawings Few words
NECESSITY: Illustrations help in understanding the story Illustrations limit understanding
Rate the illustrations on a scale from 1 to 5, with 1 being the highest, 5 the lowest: 1
Answer the following questions: 1. What is the story’s theme? (What is it about?)
2. What is the mood of the story? (sad, dreamlike, funny, etc.)
3. What age child would like this book? Why would the art appeal to children this age?
4. Do the illustrations represent the story in a way that increases your interest in or understanding of the story? Why or why not?
5. Do the illustrations match the story, theme, or mood? Why or why not? (Include aspects of art listed on the other side of this page.)
Circle a number below to indicate whether you think this book is Caldecott Medal quality. Remember, according to the criteria for the Caldecott Medal, your rating should be based on illustrations first, then the story, overall design, etc. 1
CALDECOTT AWARD Adapted from ALA’s Terms & Criteria DEFINITIONS 1. A "picture book for children" as distinguished from other books with illustrations, is one that essentially provides the child with a visual experience. A picture book has a collective unity of story-line, theme, or concept, developed through the series of pictures of which the book is comprised. 2. A "picture book for children" is one for which children are a potential audience. The book displays respect for children's understandings, abilities, and appreciation. Children are defined as persons of ages up to and including fourteen and picture books for this entire age range are to be considered. 3. "Distinguished" is defined as marked by eminence and distinction: noted for significant achievement marked by excellence in quality marked by conspicuous excellence or eminence individually distinct CRITERIA 1. In identifying a distinguished picture in a book for children, a. Committee members need to consider: Excellence of execution in the artistic technique employed; Excellence of pictorial interpretation of story, theme, or concept; of appropriateness of style of illustration to the story, theme or concept; of delineation of plot, theme, characters, setting mood or information through the pictures. b. Committee members must consider excellence of presentation in recognition of a child audience. 2. The only limitation to graphic form is that the form must be one, which may be used in a picture book. The book must be a self-contained entity, not dependent on other media (i.e., sound or film equipment) for its enjoyment. 3. Each book is to be considered as a picture book. The committee is to make its decision primarily on the illustration, but other components of a book are to be considered especially when they make a book less effective as a children's picture book. Such other components might include the written text, the overall design of the book, etc. Note: The committee should keep in mind that the award is for distinguished illustrations in a picture book and for excellence of pictorial presentation for children. The award is not for didactic intent or for popularity. Adopted by the ALSC Board, January 1978. Revised, Midwinter 1987.