Returning Librarians to my School District

A few years ago my children’s school district faced a catastrophic shortfall in their budget. The cuts that followed were many and painful, among them the loss of every single certified teacher librarian in the largest school district in Oregon. Fortunately our funding crisis is over and we’re in the happy position of deciding how to expand services. After some very eloquent 5th graders testified to the frustration of going to the school library only to find the door locked, I added some observations as a former student, a parent, a 20 year volunteer, and a visiting author.

What I had to say may be applicable to your home school district so if you are fighting this battle in some other place, please feel free to borrow my words. If you are a parent or student in the Beaverton School District, you have one more chance to make your voice heard at a budget meeting at 6:30pm on the 20th of this month at school district headquarters.

Here are my thoughts on why my own school district needs a certified teacher-librarian in every school.

1.Teacher support

As a visiting author I am in hundreds of schools all over the country. I work with grade school, middle, and high school teachers to encourage reading and writing and generate excitement for literature. Everywhere I go I meet English and reading teachers who are genuinely excited to do the higher level reading work that new standards ask of them. They want to delve deeper into texts of all genres. They are excited to bring students the best and most current books. But not every book stands up to higher level reading. The Wimpy Kid franchise, for example, is not up to the task. In order to find the books that will bear greater scrutiny and model the best and most elegant use of language, you’d have to read several hundred books each year. It’s wildly impractical to ask every single English and reading teacher to do this every year.

A certified teacher librarian is the person well qualified to winnow the enormous variety of current books to the 30 or 40 strongest candidates so that each teacher can choose from among the best of the best. They are also the ones with the resources to help teachers find books available in translation, audio, and ebook to accommodate the needs of a diverse population.

2. Loss to private schools

There are dozens of private schools within Beaverton’s boundaries. All of them have full time teacher-librarians, and that is a huge draw. It was not always so. When my parents were choosing between public and parochial schools for me they looked at the options and saw, on the one hand, a parochial school that would see to my spiritual development and had significantly smaller class sizes, and on the other hand, a public school with a well funded library and a full time librarian. They chose public schools. The parochial schools in the area are expanding, and we stand to lose high achieving students and highly involved parents if we don’t provide school libraries. Having been in several Catholic schools over the last five years, I’ve seen relatively small libraries with limited technology. But they have a full time teacher librarian and children have full access to that smaller collection. The Beaverton school district libraries far exceed most private schools in the size and quality of the collection but that vital asset is currently behind a locked door.

3. Supporting growing diversity.

Our school district has recently become a majority non-white district. This coincides with a moment when publishers are highly motivated to publish titles with multicultural characters. Looks like a win-win situation. But if nobody is there to buy the books with non-white characters, publishers will stop making them. There is a huge need for kid’s books with non-white characters. At the moment, 90% of titles have a white protagonist. That’s a ridiculous figure and the only reason it’s true is that those books consistently sell. In order for an authentic body of literature to take root for the young readers we have today is for well funded school libraries to buy the books that reflect their populations, and make sure that kids find the books that mirror their own experience and speak to their own values. We could make a huge difference in providing a legacy of inclusive literature for children.

4. Supporting family literacy

One of the things I’ve seen in talking to immigrant students, not just in Oregon but all over, is that for many of them the school library is their only library. Whether the issue is transportation or fear of library fines or reluctance to register an address publicly, lots of kids only have access to free books through a school library. One of the strongest factors in predicting whether a child will read on grade level is access to books in the home. Our families no matter how poor or disadvantaged want to support their children’s reading. By keeping the school library behind a locked door, we deny them the number one tool in learning to read: books!

A fully funded and staffed school library supports literacy better and more efficiently by enabling the student and parent to do their share of the work. With English language learning families we have a golden opportunity in the years when parents are motivated to read aloud to their children. A teacher-librarian is in the position to put into the hands of these families the books and audio books that will, not only support the child, but lift the literacy of the parent. Then we have both higher performing students and more empowered and engaged parents–a win for the entire community.

Please consider testifying in support of fully funded and staffed libraries at the Beaverton School District Administration Center at 6:30 on Monday April 20th. 16550 SW Merlo Road, Beaverton, OR 97003.

If you are not in the Beaverton School District I hope you will consider advocating for school librarians in your home district.

Supporting the Avid Young Writer in your Life

Although I’m still relatively new to being a published author, I’ve already done more than a hundred school visits. They are often long days, but I find them energizing and they really motivate me to finish the next book. Often a teacher catches my eye during a visit and wants to have a word with me about a student. Almost every time it’s an avid writer who produces volumes of stories or poems—finished, unfinished, skillfully written or simple, wildly creative or somewhat familiar. And what they want to know is what to do with all that writing. Teachers are great at teaching children who can’t write or won’t write or need lots of support to write. I am routinely impressed by the dedication of teachers I meet. So they can see that the avid writer needs guidance, too, but they are often at a loss about where to begin. Parents of these kids are often equally in the dark—proud, but unsure of how to best support a budding author. I have four kids myself, some of whom are avid writers so it’s a topic I’ve given a lot of thought. Here are three things you can do to nurture the young writer in your life.

Help them save and safely store their work.

I’m bad at this myself. I love my stories but I don’t take very good care of them. One of the most helpful things a teacher or parent can do is set up a file to keep stories both those finished and those abandoned. Most working writers begin as many as a dozen stories for every story they finish. So it isn’t important for your avid writer to finish every project they begin. Learning when to set aside a story that isn’t working is an important skill, too. But many times a writer will return to an old idea with a fresh insight and make a new story from one that wasn’t working before. Sometimes a character that didn’t work on a first try is exactly what you need in a different story. So having those files accessible is a gold mine. If your students write on a computer, getting them in the habit of a daily back up to a disc or thumb drive helps. Because thumb drives are easily lost, it’s also good to email a file and store it at the email account.

Help them find with a time and place for writing.

When writers get together, one of the most common topics of conversation is the struggle of finding a time and place to write. Some young writers are great at tuning out their surroundings and writing wherever they are—school bus, dinner table, math class. This of course has problems of it’s own. But students who need a little privacy to write may need help finding a quiet corner of the classroom or an undisturbed nook in the house, and a few free afternoons a week.

I know a 4th grader who came to school one day on fire with a great idea for a screenplay. She begged her teacher for time to write it and he agreed, letting her use the class computer through all the lessons, recess and even lunch that day. In five hours this girl wrote the first three and a half acts of a screenplay. In the last half an hour of the day the teacher asked her if she could show at least a part of her work to the class so they could see what a screenplay looks like. She chose a scene she wanted feedback on and got the class to read the roles out loud. As a result a half dozen other kids got the screenwriting bug for a few weeks. A gift of time like that is a rare and precious gift for a young writer and went a long way to helping this child believe she could be a professional writer some day.

Instructional time is precious and extra curricular activities are valuable, too, but for the avid writing child nothing is so enriching as simply the time and place to create something new.

Help them find a writing community.

I don’t know a single author who works alone. Most of us have critique groups or at least a writing partner. They are people who help us work out all the many details of writing well. It means the world to me that if I’m stuck I can call on my neighbors Heather Vogel-Frederick, author of Absolutely Truly, or Susan Blackaby, author of Brownie Groundhog and the February Fox, and go out for coffee and just talk through a writing problem.

For young people community can be hard to find. A teacher who is aware of two or more avid writers might encourage them to join the newspaper staff or school literary magazine. Younger students might find kindred spirits in a Newbery Club or on a Battle of the Books team.

The connection need not be formal and organized. I met two eighth grade cousins on a school visit who have an ice cream date every Sunday after church to work on the YA novel they are writing together. Some kids enjoy fan fiction websites because they create a sense of community and offer a place to share work.

Some communities are wonderful about offering writing opportunities for children and teens. Here are two of the best children’s writing communities here in Portland, Oregon and I hope you will add your local resources in the comments.

League of Exceptional Writers.

Every Second Saturday from 2 to 3 at the Powells Bookstore on Cedar Hills Blvd. in Beaverton from October to May.

Come meet your fellow writers, learn the craft of writing from amazingly talented and friendly authors, bring your own work to share and get feedback. Anyone ages 8-18 is welcome.

We have two sessions left this school year. April 11th Anne Osterlund will talk about developing strong characters. On May 9th Fiona Kenshole will talk about the role of literary agents in the book world.

Young Willamette Writers

First Tuesdays of the month from 7 to 8, the young Willamette Writers meet in their own space during the meeting of the adult Willamette Writers. They practice the craft of writing in the company of great writers from all over the region. The meeting is held in the Old Church on SW 11th and Clay in Portland.

If you’ve got a great kids writing group in your town, please share in the comments!

To #%& or not to &^%$#: Swearing in Middle Grade Fiction

The expectations for the use profanity in children’s fiction are pretty clear. It’s commonplace in YA novels and completely absent in picture books and easy readers. But middle grade fiction takes the middle ground. Is swearing okay in a middle grade book? Well, it’s complicated. The issue is balancing authenticity with respect for your audience. Everybody encounters profanity; it is a language intensifier and can be useful in conveying the weight and reality of your characters situation. And yet it is the nature of profanity to offend, so any use will have consequences in how the book as a whole is received. As a practical matter MG books with profanity tend to be shelved with YA no matter how young the character is. This is not necessarily a problem, To Kill a Mockingbird and it’s 9 year old protagonist Scout have been doing just fine in the YA section of the library for the last five decades. Even so any use of profanity should be carefully considered. When I’m confronted with an opportunity to use a swear word in my novels, here are five choices I consider.

Omit

Every time I use profanity I rewrite the scene with out it, let it sit for a day or two and read the result out loud. I have been surprised by how often the scene was stronger without the swear word. Sometimes profanity is just a habit of the author and not integral to the character’s worldview or the movement of the plot.

Reduce

My editor once told me that swearing is loud on the page in a way that it is not in real life. I think of it as the equivalent of yelling or texting in all caps. As the mom of many I can tell you yelling is most effective when used sparingly—usually when lives are at stake. I think the last time I actually yelled at home was when someone’s sleeve caught on fire while roasting a marshmallow. Because swearing functions as an intensifier, it’s power is diluted by overuse. If I am working with a character who would naturally swear a lot, I’ll run a word search and see if I can limit the swearing to places where it will have the most impact.

Evade

Sometimes you can duck the issue when the swearing is done by a non-viewpoint character. When I was working on Second Fiddle I knew that the moment that the girls discovered that they were all alone in Paris with no money, no passports and no return train tickets, any normal eighth grader would swear. But my main character wasn’t really the swearing type. Instead, I had her report that her friend said every swear she knew in English and then moved on to exhaust her supply of swear words in French and German. This preserved the authenticity of the scene without getting into a specific swear word.

Substitute

Here is one of the more entertaining devices of MG fiction. Most kids get in trouble for swearing, and yet they have the same need for the occasional language intensifier as everyone else. So kids are great at making up substitutes. It’s the “drat, darn, and golly” solution, and it has great comic potential. The advantage to a curse word substitution is that it can also serve to convey information about the character and setting and lighten the mood of an otherwise tense situation. We had a fascinating conversation at a bookstore event recently with some women who wrote adult mysteries. There is an expectation in adult cozy mysteries that swearing is omitted so this author had her spice shop owner detective say things like, “Well that just frosts my chili peppers!” I had no idea such rules extended to the world of adult books.

Commit

There are circumstances in which the first four choices are wrong for the voice of the character or the gravity of the situation. And in those cases swearing maybe appropriate. Freedom of Speech means nothing if we never use it, and if you have used profane speech appropriately in your book you will find both people who passionately attack any use of profanity and those who just as passionately defend your right to tell the story as you must, free of censure. I opted to use swearing to a very limited extent in Heart of a Shepherd, having considered and discarded the above considerations, and it has done no harm whatsoever to the book. It was warmly received, sold well, and was carried by Scholastic Book Clubs. A few libraries don’t shelve it in k-4 schools. I really have no argument with that. Most teachers who read it aloud chose to skip or modify the swear word in the classroom. No argument there either. On the other hand, many teachers and parents have told me that because they weren’t expecting profanity in a middle grade book, it gave them a good opportunity to discuss where profanity is socially acceptable and not, and what it was about that particular scene that made a character swear when he ordinarily wouldn’t. In my opinion that’s a conversation worth having.

I’d love to hear what other people consider when making decisions about profanity, both in terms of writing and in terms of sharing books with middle grade kids as a parent or teacher or librarian.

Middle Grade Monday: a new mystery from Heather Vogel Frederick

At almost six feet tall, twelve-year-old Truly Lovejoy stands out in a crowd whether she likes it or not. (She doesn’t.) So when her family moves to teeny-tiny, super boring Pumpkin Falls, New Hampshire, Truly doesn’t stand a chance of blending in. But when helping out at the family bookstore one day, Truly finds a mysterious letter inside an old copy of Charlotte’s Web and soon she and her new friends are swept up in a madcap treasure hunt around town. While chasing clues that could spell danger, Truly discovers there’s more to Pumpkin Falls than meets the eye—and that blending in can be overrated.

Heather Vogel Frederick is no stranger to middle grade fiction. She is the author of the Patience Goodspeed historical novels, the Spy Mice series and the Mother-Daughter Bookclub series. Her newest venture is the Pumpkin Falls mysteries which launched this fall Absolutely Truly, which has just been nominated for an Edgar Award. Heather is also my friend and neighbor in Portland. We have a regular working coffee date so I thought I’d ask her about making the shift to mystery stories.

Heather, you’ve published 17 books and yet this is your first mystery. What made you want to give this genre a try?

I didn’t plan to—I have to admit I’m an accidental mystery novelist.

I was tinkering with a contemporary story about a big family who moves to a small town in New England, like one of the ones in which I grew up—Peterborough and Hanover, New Hampshire, and Lexington and Concord, Massachusetts. I love small towns, and I heartily agree with Jane Austen’s writing advice: “Three or four families in a country village is the very thing to work on….” I had fun dreaming up Pumpkin Falls, New Hampshire, and quickly settled on a main character—12-year-old Truly Lovejoy—but beyond that, details were vague. I certainly didn’t have anything resembling a plot.

Then the Boston bombing happened in April 2013.

I was moved by accounts of the many veterans who went to visit and encourage those who lost limbs that sad day. Years ago, my maternal grandfather worked for the Canadian Railroad, and he lost a leg in a rail yard accident. Unable to work and saddled with a heavy, painful wooden leg, his life spiraled downward. Listening to news reports from Boston that spring, I found myself thinking a lot about him, and how his story might have had a happier ending if comfortable, high-tech modern-day prostheses had been available, and if he’d had someone to champion and encourage him.

Coincidentally, I’d also been thinking a lot about my other grandfather, who opened a bookshop in Providence, Rhode Island back in the early 1930s. I have this fabulous picture of him sitting in his store—the Ultima Bookshop—and it’s easy for me to imagine him brimming with hopes and dreams. Unfortunately, with the Depression bearing down, the bookshop faltered and eventually closed its doors after just a few short years.

Somehow, these unrelated personal family connections and musings converged as I was muddling my way through the first draft of ABSOLUTELY TRULY. A struggling family bookshop suddenly popped up. A parent who suffers the loss of a limb strode onstage. And then, as the story ripened, one day out of the blue Truly discovered a decades-old undelivered letter inside an autographed first edition of CHARLOTTE’S WEB. When the first edition disappeared from the bookstore, I realized that I had a full-blown mystery on my hands.

Did you have a favorite mystery series when you were growing up? A favorite mystery writer now?

My family lived for a time in England when I was in middle school, and I’ve been a sucker for British mysteries ever since. I cut my teeth on Agatha Christie (I give her a shout out in ABSOLUTELY TRULY via a bookstore dog named Miss Marple), then later moved on to Dorothy Sayers, Josephine Tey, P.D. James, and so on. Right now, I’m completely enamored of Jacqueline Winspear’s MAISIE DOBBS series. It’s set in England in the years between the two World Wars, and combines many elements that I love in a mystery, including a vivid sense of place and finely-drawn characters.

Do you find you plot a mystery novel differently than other stories?

Hugely different! I am a total “pantster”—a writer who flies by the seat of his or her pants—as opposed to a “plotter”—one who meticulously constructs a plot before picking up a pen—so I had to turn my usual writing process on its ear. At the heart of mystery writing is crafting a satisfying puzzle, of course, with clues and red herrings and false leads and all that. While there were still times when my natural instinct took over and I experienced that exhilarating rush of surprise I find so bracing as a writer, there was a great deal more plotting this time around.

What are three things you wished you knew before starting a mystery series?

How to write a mystery.
How to write a mystery.
How to write a mystery.

Seriously, writing is hard, but writing a mystery is harder. My husband can attest to this; he had to listen to me whine even more than usual during the long months I wrestled with this story! I found a few books on the craft helpful, including WRITING AND SELLING YOUR MYSTERY NOVEL by Hallie Ephron, but mostly I just trusted my gut and bumbled my way through….

I understand you had an interesting research experience while writing the book.

I absolutely truly did! I began my writing career as a journalist, and a few years ago I ran into Victoria Irwin, a former colleague from The Christian Science Monitor, at a PNBA (Pacific Northwest Booksellers’ Association) event. It was fun to reconnect and discover that we’d both ended up making a life in books—she’s the events coordinator at Eagle Harbor Book Co. on Bainbridge Island, Washington.
At the point at which I knew that Lovejoy’s Books would be central to my story’s setting, I realized I needed more information. Even though I’ve spent plenty of time in bookshops as a customer, now I needed to know what happens on the other side of the counter. So I called Victoria and asked if I might be able to hang out with her at Eagle Harbor Book Co. She and bookshop owner Rene Kirkpatrick were fabulous, and welcomed me with open arms. I took the ferry over from Seattle and stayed with Victoria and her family for a long weekend, and spent my days shadowing her and the rest of the bookstore staff. I had a blast! So much so, in fact, that I sometimes wonder if I’ve missed my calling. I guess I’m my grandfather’s granddaughter after all.

Will there be another Pumpkin Falls mystery?

Yes! I can’t wait to return to Pumpkin Falls. I’m just now dipping my toes into the first draft of YOURS TRULY, in which our intrepid heroine discovers a diary belonging to the ancestor for whom she was named, learns that her home was a stop on the Underground Railroad, and unravels a Civil War-era mystery. Strange things are happening at a nearby maple syrup farm, too, so once again Truly and her friends will have their hands full investigating. I expect the book will be published sometime in 2016.

Oh, and here’s a fun fact to leave you with: I ended up dedicating ABSOLUTELY TRULY to both of my grandfathers, and now you know why.

Thanks for stopping by the Mixed-Up Files! We’ll be looking for Yours Truly next year.

Becoming a Bookseller

A few months ago I opened a new professional chapter in my life by joining the staff of Annie Blooms Bookstore. It’s a wonderful indy bookseller with a 30 year history of bringing great literature to Portland. I’m really honored to be one of them, for many reasons. But what I think I love most is their passion for freedom of speech, and their willingness to go to great lengths to help a patron find the book they want. So in the wake of the Charlie Hebdo killings in Paris this was my bookstore’s response. I have a lot to learn about bookselling but here are some things I’ve learned in the last few months.

1. Customers often have a specific goal in mind. And when they are looking for the book they’ve set their heart on, no other book will do. So much as I’d love to persuade them to buy a different book, I’m better served by cheerfully finding them what they want and hoping they come back hungry for another book.

2. But sometimes, and especially when the customer is shopping for a child they don’t know very well, they have no idea what they want. So then I need to have a few go-to books in nearly every sub-genre: a handful of sports books, a few animal stories, a couple of sure-fire scary books and so on. Which makes it very clear to me how authors get pigeon-holed and have a hard time selling in a new genre. When a kid comes in looking for a sports book I go straight to Lupica who has a half dozen strong titles kids always love. If he suddenly started writing dragon books, my bookseller-self would be rather cross that my reliable sports books are no longer in the Lupica section of the bookstore. (Sorry, Mike, not fair to you. I know. Just saying.) It’s not that I wouldn’t try to sell his dragon books or want them to do well. It just makes my job a little harder. I’d heard that publishers are the ones who want to pigeon-hole authors, and I can see now where that pressure comes from.

3. But maybe the most important thing I’ve learned is that coming to the bookstore is often not about the books at all. Many people stop by to visit our wonderful cat, Molly Bloom, seen above stalking the leash of a visiting dog. Lots of little patrons a just here to rock on the dragon. Some are looking for a warm dry place to sit down while they wait for the bus. People often meet friends in the bookstore and chat about the books for a bit and then go out for coffee. Some just want the peace of quietly browsing the shelves–an oasis in a busy world.