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Patron of the Arts by Donalyn Miller
During our recent move, we gave away almost 500 books. At one point, Don and I joked that our books were reproducing because we couldn’t see a measurable difference after giving away so many. I know that we are a little over-the-top in this regard, but we love buying and owning physical books. As Anna Quindlen said, “I would be most content if my children grew up to be the kind of people who think decorating consists mostly of building enough bookshelves.” Growing up in homes with limited means, Don and I consider ourselves prosperous because our bookshelves overflow.
A few kind publishers send me books because they know I will review and promote them, but most of the books that crowd our home bookshelves are books we bought. When I receive advance reader copies, I read them and pass them along to my network of teacher and librarian colleagues or Sarah, our teenage daughter, and her friends. If I love a book, I want to see its finished form. I want to smell the paper, admire the dust jacket, view the illustrations, and enjoy the author’s note. Reading a publisher’s galley is a tease, and I don’t feel the reading experience is complete until I have read the final book. I’m an unapologetic book hoarder. If it’s a book worth reading and sharing, it’s a book worth buying.
Many of my students over the years haven’t owned a single book they can call their own. It’s heartbreaking. While I recognize that many people lack the resources to purchase books, we must accept that for children to have access to books, someone—a parent, teacher, librarian, or generous donor must buy books and put them in children’s hands. If we truly value reading, the artists and publishers who create children’s books, and the children themselves, we must embrace our role as book patrons. Here are some ways to become invested children’s literature supporters:
Buy books. While there is a vibrant culture of children’s book reviewers and promoters online, we cannot forget that publishing is a business and that authors and illustrators must sell books in order to keep creating them. If my insignificant $2.00 royalty helps subsidize Maggie Stiefvater’s electric bill and keeps her computer running for another day, I’m happy to buy her books. Reviewing and promoting books are important, but buying books is the best way to support artists we admire.
If you have the ability to buy books, share this blessing with others (especially children) who cannot afford to buy books of their own. A 2010 longitudinal study by the University of Reno found that children with access to books in the home had higher levels of educational attainment than children who lack book access. Last month, Jet Blue announced a pilot program to provide free books to children who live in “book deserts” by placing free book vending machines in Anacostia, a D.C. neighborhood. Many local communities and non-profit organizations have programs that increase children’s book access. Seek out and support these initiatives with your money or time. Book access increases educational opportunities for our fellow citizens—strengthening our communities and our long-term social and economic stability.
Support libraries in all their forms. Stock a Little Free Library in your neighborhood. Volunteer at your public and school libraries. Vote for bond measures that provide funding for librarians and books. Fight to keep school librarians, who are the standard bearers for children’s independent reading lives and free access to information. Donate books to children’s hospitals, foster homes, and charities. Buy books for your children’s teachers instead of coffee mugs and holiday ornaments.
Stop diminishing children’s literature by commandeering it for teaching purposes. At a conference this summer, Lester Laminack said, “Reading a book for the first time is like opening a gift and you can only do it once.” When introducing a book to children for the first time, just read it. Don’t stop every two pages to ask probing questions. Don’t bury a picture book or a poem in a 30-minute conversation about character traits or finding the main idea. Read the book and allow children the opportunity to reflect on it. Encourage the conversations that naturally arise when a book is shared. Sarah taught me this lesson years ago, when she slapped her chubby toddler hand down on a book we were reading together and said, “I don’t want to make predictions, Mommy. Just read the book!”
From a teaching standpoint, stopping every few pages (or paragraphs) to ask questions breaks down comprehension and prevents children from engaging with the book. Our teaching goals would be better served if we read the text first, enjoyed it as readers, and then reread the text for instructional purposes.
On Voxer recently, a group of friends and I discussed our horror when discovering that there is a 52-page teaching packet on Teachers-Pay-Teachers for Kate DiCamillo’s masterpiece, The Miraculous Journey of Edward Tulane. I don’t think Kate wrote this beautiful story so teachers could fill out their lesson plans for a semester. I have seen similar travesties for many notable children’s books. What message do we send kids when the only purpose for reading seems to be filling out worksheets and producing projects? Engagement is a key factor in children’s development of lifelong reading habits. We disengage them with reading when we teach books into the ground.
Embrace your role as caretaker. I cringe when well-meaning folks refer to teachers and librarians as “gatekeepers” between children’s authors and their young readers. Gates open, but they also close and lock. I prefer the term “caretakers” because it shows more respect for children and the artists who create books for them. We care for the children. We care for their books. We bring them together and get out of the way. As John Green said, “Books belong to their readers.” As much as I personally enjoy reading children’s literature and appreciate its value, I never forget that I’m not the intended audience for these works. Yes, we have a responsibility as educators and parents to ensure that our children develop strong reading skills, but we must also strive to provide our children unfettered access to artistic works created especially for them.
If we value children’s literature, we must actively support its artists, their intentions behind creating books for children, and mentor another generation of patrons who experience and appreciate its value.
Donalyn Miller has taught fourth, fifth, and sixth grade English and Social Studies in Northeast Texas. She is the author of two books about encouraging students to read, The Book Whisperer (Jossey-Bass, 2009) and Reading in the Wild (Jossey-Bass, 2013). Donalyn co-hosts the monthly Twitter chat, #titletalk (with Nerdy Book Club co-founder, Colby Sharp) and the Best Practices Roots (#bproots) chat with Teri Lesesne. Donalyn launched the annual Twitter summer and holiday reading initiative, #bookaday. You can find her on Twitter at @donalynbooks or under a pile of books somewhere, happily reading.
Once again, you put into words everything I hold dear about reading to kids… Now if my colleagues would only read and agree!!!
Reblogged this on booksandbassets and commented:
Some wise words from Donalyn Miller.
I loved the segment about “just reading”…If a book has something to teach, it’s an underlying meaning emerging from enjoying it first. May I quote part of your blog?
Reblogged this on The Reading Eagles and commented:
I couldn’t agree more!
Although I inhaled every word of this great article (I’m a DM groupie), I nearly did a handstand on the “don’t beat a read aloud to death” section. I have witnessed this process on more than one classroom – enacted by a well-intentioned but misguided teacher – and it drives me crazy. It is the same strategy that caused me to hate (er, dislike) poetry FIFTY years ago when I was an elementary student. And on a related (albeit different) note, I have some strong concerns about the current practice of close reading. It might have some merit when used judiciously, but…
Bravo! Thank you for championing literacy by sharing key tips for all. I’ll be sharing this with friends, teachers, and my librarians.
I’ve never considered myself a ‘patron of the arts,’ but I sure do now! ❤️
Well said!
I Loved your thoughts. I , too, have a massive library. One day last spring my class was going to the library, one of my kids asked why we were going because the best books were in our classroom library. The worst thing I saw last year was a teacher who wouldn’t let her students borrow books from me because they weren’t leveled and they were only allowed to read books on their level. Her students were borrowing my graphic novels, because I have the most in the whole school. They were two grades below mine, and they cried when she told them they couldn’t borrow from me.
From Rick Bragg”s Southern Living Journal article, January 2012
Words on Paper
Even when a whole library can fit in your palm, the gravity of stories in dog-eared books will never grow obsolete.
-Rick Bragg
Love this, Donalyn!! I too am a “patron of the arts.” Every time I buy a book, I picture the author doing a happy dance. We must continue to support these people so they can continue to do their work.
Matt Miller references teachers as tour guides now versus gatekeepers. We are here to show students the wonderful world of learning and how to experience it for themselves in ways that are relevant and meaningful to them. We can’t force them to learn for learn for them…instead we need to guide them and help them foster a love for reading/learning/LIFE.
Great post!
-Sarah
#booknerd4life
Every year new students walk into my classroom and then stop. Why? Because I have a classroom library of over 1500 books. Some even worry that they’ve accidentally walked into the library by mistake! What I know is that surrounding kids with books, especially if those kids are in middle and early high school, is essential to creating readers. And readers are writers and thinkers. Thank you, Donalyn, for thoughfully putting my beliefs into words. Every teacher – regardless of grade level or content – must be a “patron of the arts” or we will create a nation of robot drones!
Your thought of indulging your students in a classroom with a sea of books is absolutely remarkable. These days teachers’ primary focus is on completing the syllabi and helping the students pass their school, whereas you trying to inculcate a habit which will help them in the future is simply commendable.
Each and every school should have teachers like you. Great job!
Preach it! Perfectly said. As I reader, I don’t want to dissect every word, idea or chapter, so why would I do that to my students. As a child I was an avid reader (I think reading made my childhood bearable). Children need time to immurse themselves in whatever they are reading. Thanks for sharing this.
The article is excellently put up.
The only hope remains that people should appreciate the art of reading in this world of technology and social media and should carry it forward, or else our society would completely diminish the literature in bits and pieces.
One of my booksellers started a non-profit to acquire donations of books for low-income families to start home libraries. I donate my samples of pre-school appropriate books to her efforts and encourage you to do the same if you have books to pass along. Here is a link to her organization: http://www.childrenreadatlanta.org/, and an article about her and her efforts: http://neighbornewspapers.com/view/full_story/24556083/article-Brookhaven-resident-collects-books-for-nonprofit?instance=all. Marlene Zeiler owned Tall Tales Bookshop in Atlanta for 30+ years and is a dear friend of mine. If you are in the Atlanta area, there are convenient drop off locations at Little Shop of Stories in Decatur, GA and of course, Tall Tales Bookshop in Atlanta at Toco Hills Shopping Center. More info is contained in the links provided. Thanks for any help you can provide!
So well said! I don’t buy books for myself–I read faster than I can afford. I lean heavily on my local library (currently our family has 86 items checked out). But I do buy books for my classroom library, just as I regularly buy books for my children.
amen
Great post, Donalyn. The longer I taught, the less time I spent analyzing books with students. You can really suck the enjoyment out of reading if you overdo it.
You have about six terrific blogs in this one! Thank you for encouraging readers to buy books and to share them with children as they are meant to be shared – whole. It’s also good to know about the book donations in Anacostia in D.C. I live in the Metro area and have worked in the schools with so many children who don’t own books, but who are so eager to be readers. I will be sharing your blog on http://www.happyteachertraining.com
This is a beautiful articel. We couldn’t agree more with you.
The Lester Laminack quote has been embedded in my heart since AllWrite 15. So simple – read the book and let the students embrace it, love it, hold it dear in their heart.
I’m in complete agreement—sometimes we forget that the purpose of reading is to enjoy the rhythm and music of the words on the page, as well as the images that the words conjure for us. My 26 year old just sent us a picture of himself as he is headed to Kenya, and there is a book in his hand. That is what we are looking for in all of our children.
You are my reading rock star! Your passion for reading and children’s books AND getting children to love reading is inspiring. Thank you!
I love your piece! My philosophy is exactly the same as yours–get books to kids who don’t have any. It makes me sad to walk into a teacher’s room and see all the wonderful books high up on a shelf where no kids can get to them. They don’t want their books ripped or smudged, but what good is a children’s book if no child ever gets to touch it?! Thanks for a great article!
Well said!!! People readily buy everything else but when it comes to books there is a definite hesitation from many. Scholastic often has $1 books offered in the monthly book orders but many of my students say their folks couldn’t afford it. Libraries are great, but every kid (and adult) needs a stash of books to call their own!
I’ve never heard of this blog until today – this post was linked on Facebook by Project Based Homeschooling. Love the comments about being horrified that books are turned into projects by well-meaning teachers. I’ve noticed with my own children that when they really love a book, I don’t have to do a thing except stay out of the way. They make their own projects. One of my daughters was really into the Little House on the Prairie series for awhile, and every imagined play she did for months involved Laura and Mary. She filled reams of paper with drawings of the characters and scenes, and lists of things from the books. Now it’s Harry Potter, and it’s the same thing. My 3 and 5 year olds recite the Gerald and Piggie books by Mo Willems ad nauseum, and are developing a lot of expression through that.
Seriously. Read the book to the child, enjoy it with them, and then get out of their way. They’ll process it in their own way and time. Teachers don’t need to make this any more complicated than that.
I convinced my principal to let me “just read” aloud to my library skills classes this year. It’s been a joy but old habits die hard. I still sometimes think I should do something else to be ” teaching”. I have no idea what my observation/evaluations will be like! Your articles and books help me stay the course and remind me of the importance of kids reading/ being read to for lifelong literacy.
Yesterday we thought about our dreams in a TCTELA session. My dream is to own a Little Free Library for my neighborhood.