Thursday, August 15, 2019

Recommended Reads: Must Have Children's Books at the MIBF 2019 (1 of 4)

The Manila International Book Fair (MIBF) is just around the corner!

Here's hoping you have saved enough to buy books for your toddlers, your children and your teenagers. Whether you are a teacher, a parent, a grandparent, an adult working for kids' welfare and well-being or a children's literature advocate and enthusiast, may you find this list of recommended books helpful when choosing and buying books for young readers.

For this first batch, I have identified ten titles plus one!

Adarna House
1. Tingnan Mo, O! Isinulat ni Noelle Pabiton at Iginuhit ni  Gica Tam
2. Sirena Ba 'Yan? Is That A Mermaid? By Candy Gourlay Illustrated by Francesca Chessa Billungual Edition
3. Ang Taon ng Pusa Isinulat ni Jaume Copons at Iginuhit ni  Agustín Comotto

Anvil Publishing
1. 1..2...3.. by Aaron Randy
2. Bone Talk by Candy Gourlay

The Bookmark Inc.
Common Courtesies Series by Didith T. Rodrigo

Hiyas / OMF Lit

Porcupine Pirate Plans the Perfect Day by Robert Magnuson

Lampara Books

Green / Luntian by Becky Bravo Illustrated by Beth Parrocha

Tahanan Books for Young Readers
1. Pitong Tsinelas Kuwento ni Divine Gil Reyes Guhit ni Benjor Catindig
2. Folk Songs Series: Kaisa-Isa Niyan (Alvarez and Prudente); Pakitong-Kitong (Monzon and Prudente); Ed-Edoy (Albano and Prudente)

Plus one - Karapatdapat: Bata alamin ang iyong karapatan (CANVAS and Ang INK)

Do come back and check the blog for three more batches of children's books to buy and acquire for your home library and school reading centers.

Wednesday, August 14, 2019

Children's Book Summit: Prospects and Directions in Philippine Children's Literature (4 of 4)

After knowing the Top Ten Awesome and Amazing Events in Philippine Children's Literature and the children's book industry, it can be concluded that prospects for its growth and development is an on-going process that is already beyond the borders of Metro Manila. We are discovering publishing houses, book shops and organizations of book creators in the regions. Government agencies like the DepEd and the National Library of the Philippines are supportive of book development efforts and book projects by teachers and NGOs. The continuous building and the development of public libraries in the provinces is another venue of distribution. Though, the acquisition process of books is another story to discuss all together. The traditional means and ways of book production remain but new models are being made and this infuse excitement and vigor to the book and reading communities.

We have heard writers, authors and artists talk about the state and situation of the industry. I am grateful, as a librarian, to be given this chance to speak about book development from our perspective. Content creation as process and product is already a stable system, though it needs to be constantly open to possibilities and the great "what if".  Economics is always an issue, but I believe that creativity knows no boundaries nor walls. Since libraries operate and conduct services and programs for young people, the process of creation extends outside the confines of the classrooms.

We also need to listen more to our readers and welcome new voices. What do they offer? What can we learn from them? How is media playing a role in the exchange of information? There is research to do and to make use of apart from the surveys and interviews we regularly conduct. Instead of asking what attracts readers to books, ask why are readers reading and how do they read.

Lastly, we need to recognize that reading is a personal experience. And yet, it is a social one too. Enough of the statement that Filipinos do not read. The Filipino reads. Even this statement begs to be pared and dissected from a social and anthropological view.  The Igorot child is reading a different story from that of Lumad in the fields of Mindanao. The teenager from Binan, Laguna who goes to an high end senior high school has so many reading materials at her disposal compared to the young adult living in Baseco, Tondo who only reads required textbooks and his exposure to social media and afternoon variety shows happens every day.

We are a country with diverse peoples and diverse needs. Do our systems of thinking, learning and content creation celebrate and support this diversity?

Tuesday, August 13, 2019

Grace and Wonder with Magis Deo Kids

As far back as I can remember, my family and I had facilitated sessions with the kids and the youth of Magis Deo. Domeng and I led the singing in talks designed for them on several occasions. Afterwich, we assisted in activities of the assigned facilitators. A year ago, our eldest, Nico, joined me in the clay workshop for Magis Deo Kids. Last month, it was couple power time again as Domeng and I led a pop-up card making activity for the children.

The grace in taking part in these activities is plentiful. As a family, we get the opportunity to work together outside the comforts and confines of our home. To be called upon by friends and companions in the community to serve and to share our talent is another. We grow as persons when we share and serve the community. This is an experience I personally value. The love and devotion we learn and apply in the family should spread out to the bigger society and to the world in general. Often, parents need the help of others in teaching their children. I am thankful that Magis Deo, in its own way, has helped us raise our children well.

Lastly, it is also a wonderful experience knowing the young children of Magis Deo members and companions. They are diversely talented, confident and respectful kids. Being with the Magis Deo children fills me with hope. Imagine the programs we can design for them. Think about continuity and formation as a developmental program. The fish and bread is multiplying before our eyes and we only need to discern more to know what to do with these graces and wonderment. 

Thursday, August 8, 2019

The Lighthouse Diary Entry #17: Welcome New Griffins!

This week we officially opened the academic year to new and returning students. As it has been the practice for years, the library conducted orientations for grades 9-12. Each cohort brought to the table a unique characteristic and behavior towards the library. Once again, I realized that a one-size-fits-all approach to teaching and learning will not do.

What was remarkable to me in this year's library orientation was the response of the grade 9 students to the activity I planned and prepared. I kept the same activities for the returning students, but decided on the last minute to change the activities for the new Griffins. Besides the orientation, I carried on another session for them later in the day. This was part of the Foundation Days Program that the MYP Team put together.

The Harkness Table where thoughtful discourse and mutual respect are observed. 

The activities that the grade 9s worked on were anchored on two concepts namely, research as an inquiry process and  research as communication. The class was divided in two groups. Group 1 was tasked to make a plan in repairing an old bike. Group 2 was tasked to analyze Hitler's proclamation as Time's Man of the Year. Both tasks involved process as an important factor in completing tasks.

The output that each group brought to the table was impressive. Not only did they answered the questions and completed the tasks, they also described their process at arriving at an answer or a conclusion. There was evidence of critical thinking as one group reasoned out practical means to repair the old bike versus, going the long route of understanding how a bike works and what needs to be repaired if it is broken. I was impressed on the group who worked on the Hitler activity. They consulted books, online resources and went back to previous assignments about World War II. The discussion was rich with in the groups and the presentation was a team effort. Promising!

Onward to the next phase of research skills building. This is going to be an exciting academic year!

Wednesday, August 7, 2019

Lesson Plan for Library Orientation for Grades 9-12

The Beacon Academy Library Orientation Plan

Session objectives:
  1. To welcome grade 9s to the library;
  2. To present ways on how the library supports grade 10 students in the Personal Project;
  3. To assess students’ knowledge of the library, citation and skills in locating and accessing information;
  4. To discuss possible ways the library can be an avenue for CAS projects and Community Service.

Grade 9 Learning Experience:

  1. The Library is…
  • Write what you know or your idea of the library in a post-it.
  • Post it on the whiteboard.
  • TL will read the post-its.
      B. The Beacon Academy Library
  • Distribute brochure to all students.
  • Read the brochure and take note of important words or ideas that struck you.
  • Turn to a partner and share your notes and ideas.
  • Go back to your notes and your brochure. Think of one word or a phrase to describe the library. Stand up and write them on the cartolina.

      C. BA Library Themes: Empathy, Inclusion and Diversity
  • Bulletin Board: Libraries are for everyone! Ang Aklatan ay para sa lahat!
  • Reading Guidance Program: READING Without Walls Challenge
    • 1. Read a book about a character who doesn’t look like you or live like you.
    • 2. Read a book about a topic you don’t know much about.
    • 3. Read a book in a format that you don’t normally read for fun. This might be a chapter book, a graphic novel, a book in verse, a picture book, or a hybrid book.
      D. In the library you can…

  1. Read and borrow books for academic and leisure reading.
  2. Study by yourself or with a group.
  3. Learn about Academic Honesty and apply research skills taught in the classroom by your teachers.
  4. Develop, build and make stuff for academic work, Personal Projects, IAs, Extended Essays and TOK essays, and CAS Projects.
  5. Help grow its collection of books, ebooks, online resources and the like.

      E. Distribute library bookmarks and show online subscriptions, OPAC and BA Library Website.
Grade 10 Learning Experience

  1. TL asks the question: How was the library of help or of assistance to you when you were in grade 9? Write your answers on post-its.
  2. Students are to discuss their answers in pairs. After 3-5 mins, post-its are put on the whiteboard.
  3. TL reads students post-its.

  1. How can the BA Library help you in the Personal Project?

    1. Search for sources and resources in your research. (OPAC, Online Databases)
    2. Learn more about referencing, citations and the annotated bibliography. (Academic Honesty)
    3. Apply research skills taught in the classroom by your teachers.
    4. Schedule consultation or skills sessions with Mrs. Gagatiga. (per class, group or individual study time)
    5. Access and read PP reports and samples. (for room use only)

  1. TL introduces theme for the year: Libraries are for everyone! Ang Aklatan ay para sa lahat! Themes for this year is EMPATHY; INCLUSION and DIVERSITY.
  2. TL introduces year long Reading Guidance Activity: READING Without Walls Challenge.
  3. Show and access online subscriptions, OPAC and BA Library Website.

Grade 11 Learning Experience

  1. Students play the BA LIBRARY BINGO.
  2. Process the game and answers of students.
  3. How can the BA Library help you in your IAs?

    1. Search for sources and resources in your research. (OPAC, Online Databases)
    2. Learn more about referencing, citations and the annotated bibliography. (Academic Honesty)
    3. Apply research skills taught in the classroom by your teachers.
    4. Schedule consultation or skills sessions with Mrs. Gagatiga. (per class, group or individual study time)
    5. Access and read EE reports and samples. (for room use only)

  1. TL introduces theme for the year: Libraries are for everyone! Ang Aklatan ay para sa lahat! Themes for this year is EMPATHY; INCLUSION and DIVERSITY.
  2. TL introduces year long Reading Guidance Activity: READING Without Walls Challenge.
  3. Show and access online subscriptions, OPAC and BA Library Website.

Grade 12 Learning Experiences

  1. Present possible projects and activities for CAS and Community Service.
Context: Reading advocacy and book campaigns 

  1. Set-up a pop-up library or library on wheels.
  2. Help organize a classroom library for Loma Elementary School.
  3. Create and illustrate stories under the Early Readers Project of the Beacon Academy.
  4. Schedule a workshop or consultation session with Mrs. Gagatiga on reading aloud and storytelling.
  5. Contribute to BA Library Spotlight, Drake Velasco’s website by writing reviews on books, apps, games and arts and culture events. 

        2. TL introduces theme for the year: Libraries are for everyone! Ang Aklatan ay para sa lahat! Themes for this year is EMPATHY; INCLUSION and DIVERSITY.

        3. TL introduces year long Reading Guidance Activity: READING Without Walls Challenge.

Tuesday, August 6, 2019

Pilgrim’s Pit Stop: Rock Bottom

I have been hearing the term rock bottom too many times recently. Late in July, NBA player Jeremy Lin openly admitted that he has hit rock bottom in his athletic career. A friend who has been struggling financially described to me, his current situation as hitting rock bottom. The commencement speaker in our graduation ceremonies last June shared her rock bottom experience in the past to the audience of graduating seniors, parents and the entire faculty and staff of the school. In social media, there are more depressing news and posts about the state of the country and the world. I couldn’t help but think that humanity and the world have hit rock bottom.

In personal, local and global contexts, the doom and gloom of hitting rock bottom is inescapable especially in this day and age. Like everyone else, I do have moments of doubt, worry, fear and anxiety. Events in my life of late made me feel I have hit rock bottom. I sometimes ask, is this part of the transition to midlife? My husband who seems to have a stronger resolve in the changing cycles of life simply called it as growing up and growing old. What I find funny in the midst of all these is my acceptance of this inevitable pull of gravity towards a place called rock bottom. 

One cannot always stay at the zenith. What goes up will eventually go down. It is the law of nature. Sunrise and sunset. Night and Day. Consolation and desolation. I have acknowledged this duality and continue to seek the graces to be had when journeying through peaks and valleys. It is an adventure where God often surprises and lend humor to my often serious take on life. He wants me to smile and laugh. What a wonderful way of loving. 

Pope Francis continues to preach about smiling through tough times. Easy for him to say? Look, the man has only one good lung. Go to the Pontiff’s Twitter page and his message of hope and faith is like a Patronus charm casting away Dementors. I turn to my Ignatian Prayer app, the 3 Minute Retreat, and there I find assurance when reading the Scripture and reflections of the day. In prayer meetings and deep conversations with friends, I discovered that everyone has fallen into that pit of loneliness and desperation. Yet, I see them regularly continuing on, keeping the faith, sharing their spiritual travels in the darkness and in the light. At some point, I realized that our purpose, really, is to become guardians to the isolation that others feel. Companions in the journey, indeed. 

So what of rock bottom and the forces that pulls us down towards it? We have all been there and so is Jesus Christ, God’s only son. 

*For the August 2019 issue of the Magis Deo Newsletter 

Sunday, August 4, 2019

When Books Bring People Together

I often say, and I write it here in the blog, that books bring people together. This has become my mantra. It was up in our library’s bulletin board last year latched on the themes of inclusivity and diversity. 

This weekend, the mantra became real to me as one of my friends in PASLI (Philippine Association of School Librarians) Alma Singian, sent me a photo of a book by Jesl Xena Rae Cruz,  Ang Mata ni Migoy (Adarna House 2018) with a dedication meant for me. Here is the photo which Alma sent via Messenger.

I was touched, of course. I did not realize that another person would remember me in such ways. And to be given a book for free is a pleasant surprise, indeed!

Jesl Cruz and I worked in the Early Education Department (EED) of Xavier School in the early 2000s. I was the librarian in the department and she was one of the Nursery teachers. A book lover, she frequented the library asking and requesting for books to put in the reading corner of her classroom. This kind of teacher is a librarian’s natural ally. We were graduate students in the same university then. Her teachers were my teachers. Apparently, life has something else planned for Teacher Jesl that she left Xavier School. I had my turn in 2009.

But we meet again! Not in person but through books and within a community of readers and book lovers. 

Let’s all keep the book love alive!

Saturday, August 3, 2019

Library Organisation 101 for Non-Librarians and Library Advocates

A few months back, a friend invited me to meet with her staff. She runs a respectable private company in the local book industry. Their book collection has become a desirable body of works for their staff and interested researchers from outside the company that they have thought about organizing the collection. They need a library. They need a librarian. But finding a registered librarian has been a big challenge. 

The consultative meeting I had with the team was productive. The staff, a mix of millenials and Gen Zs were enlightened as to the goals of setting up a library the brick and mortar way. Helping them further on, I put together a workflow they can use as reference. I am sharing it here on the blog to also help others who are in the same situation.

Phase 1 - Goal Setting

1.    Why are you setting up a library?
2.    What is the purpose of the library in Adarna House?
3.    What do you wish to achieve in a year?
4.    What resources (time, money, staff) do you need to achieve this?
5.    Determine criteria for selecting and acquiring books, documents and resources to put in the library.
6.    Who will use the library in the next 2-3 years?
7.    How do you see the library growing five years from now?

Answers to these questions need to be written down because it will serve as a guide when you begin organizing your library’s collection and holdings. Sometime in the future, it will be valuable in your library manual, handbook or brochure.

Follow administrative protocols and coordinate with department units when the guide and the goal of the library has been written down. Seek approval of admin and the head of the department.

Phase 2  - Acquisition Registry, Classification and Cataloging

1.    Assign each book, document and resource an accession number that is alphanumeric and unique to the material. Example: AL0001 (AL - Adarna Library)
2.    Stick or put the accession number on the book, resource or document. Choose a special page number, at the copyright page and at the back. Barcoded accession number is ideal, but if the tech is not available, manual will do.
3.    Enter the bibliographic data of the book, document, resource in the catalog. This may be a manual or digital cataloging system.
4.    Assign a location mark - this is usually the classification or subject code like the Dewey Decimal or Library of Congress. But you can devise your own subject and classification scheme.
5.    Cover the book, secure documents and resources (put them in folders, envelopes, clearbooks)
6.    Place the book, documents and resources on the shelf

For your shelving concerns, you can devise your own. For your cataloging and classification issues, yes, you can also create your own. You need not follow the Dewey Decimal System nor the Library of Congress, especially if there is no librarian in the publishing house.

The important thing is, the accession number/Barcode, location mark and bibliographic data are consistently recorded.

Basic principles of library organization: ACCURATE. UNIFORM. CONSISTENT.

Phase 3 - Communications and Circulation Services, Inventory Process

1.    Announce new acquisitions and inclusions to the library collection to the community.
2.    Include simple and practical ways to inform the community ways to access the books and library resources.
3.    Do inventory twice a year. Use the acquisition registry as main record for inventory.
4.    Mark the status of the book or resource as: missing, lost, accounted for. Inventory is done manually.
5.    Write and submit an inventory report. Information on the inventory report will help you assess and evaluate your library’s systems, workflows and processes.
This is not the first time I helped a community organize a library. Below are links to previous post where I had interactions with non-librarians in setting up a library and a paper I wrote about school library organization.

Friday, August 2, 2019

Library Sessions at the Start of the Academic Year 2019-2020

I am preparing for next week's library orientation and research session with our Griffins. The teacher in me is excited to go back to school, officially, and meet new and returning students. Another part of me is missing vacation already. Such is life.

I will be sharing the presentation I use for library orientation next week. While there are common ideas and library concepts I will be discussing, I have prepared specific activities for each grade level. In the Beacon Academy, our small class size affords us a very personal and differentiated approach to instruction. Read this link on Library Orientation 2018 as the activities I put together last year will be used as spring board to this year's session.

What I am excited to work on this year is the Reading Without Walls Program with the Student Council. This has been our reading campaign since 2017. Read about Gene Luen Yang's Reading Without Walls Campaign that we adapted in the Academy. Here is a link to a post about the campaign and how we operationalized the it. Involving student leaders in the campaign may prove to be helpful as the program will be promoted among peers.

Lastly, as I am to meet the grade 9s on Monday, August 5 for our Foundation Week activities, I will be giving an introductory session on research.

Looking through my files, I will also be using worksheets on media and information literacy which I have made and implemented with previous grades 9 and 10 students. Links to the worksheets are here: The Old Bike and Hitler's Ghost.

Keep up and visit the blog this week as I will post how things went during the sessions.

Tuesday, July 30, 2019

Gabriela Lee, Salanga Prize Winner 2019 (2 of 2)

Gabriela Lee, Salanga Prize Winner 2019, reveals to us her five favorite children’s books, what makes them special and the story she wished she had written. 

4. What are your Top 5 children’s books? What makes them special?

Sarimanok and Ibong Adarna by Nick Joaquin
- This book was part of the set Pop Stories for Groovy Kids that was published by Mr. & Mrs. in the 1970s. They are fantastic big books with amazing illustrations and crazy stories written by our National Artist for Literature. In particular, this story was a retelling and reinvention of “Ang Ibong Adarna” but updated for a modern audience, and I loved that both protagonists were girls who were impetuous and brave and adventurous. 

I Want My Hat Back by Jon Klassen
- I am a big, big fan of Jon Klassen but this is my favorite book in The Hat Trilogy. The pacing is hilarious and the ending is both macabre but at the same time it just kills you with laughter.

Leo the Late Bloomer by Jose Aruego
- This is another book that came out in the 1980s, I think, and I remember reading this and thinking that I am like Leo, that I liked observing things and thinking about things and watching other people do things before I did something. I could relate to Leo’s feelings of being inadequate, and I was also very lucky that I had supportive parents who allowed me to find my own way.

Outside Over There by Maurice Sendak
- This is a gorgeously-illustrated book that is reminiscent of the film “The Labyrinth” with David Bowie, except that there was no Elf King in this story. It follows the same pattern, with a child kidnapped by goblins and an older sister trying to find him. The drawings are exquisite and detailed and quite uncanny, if you think about it, and very unlike the Maurice Sendak we see in other books. I think I also liked this book because there were times when I was wondering if my baby brother was kidnapped, which was why he was so noisy. 🙂 

We Are in a Book! by Mo Willems
- This is one of the Elephant and Piggy books, but what I love about this particular volume is its use of metafictive techniques in order to show the child reader the value of reading as well as the physicality of a book. It’s a great little tribute to stories and oral storytelling, and I love using this book for storytelling sessions because it’s so much fun.

Luis and the Enchanted Creatures by Marcy Dans-Lee
- I know, this is an extra one, but I need to mention my mom’s book because otherwise she’ll strangle me. 😀 But truly, this is probably one of the first children’s stories that focused on modernizing and reconfiguring our perception of some of the better-known creatures of Philippine lower mythology, and I love this book for it. 

5. What is a story you wish you had written?

I have two books that I wish I wrote: Every Heart a Doorway by Seanan McGuire and Coraline by Neil Gaiman. Both of them capture the alienation and wonder of childhood in a truthful and recognizable manner. They don’t shy away from the complexities and strangeness of being a child - rather, they explore it bravely, and show us the magic and resilience of childhood.

Visit Ms. Lee’s official author website, 
Sometimes Sunlight for more of her adventures, stories and essays.

Monday, July 29, 2019

Gabriela Lee, Salanga Prize Winner 2019 (1 of 2)

Gabriela Lee is the winner of the 2019 Salanga Prize for her story, A Delicate Strength: The Story and Art of Araceli Limcaco Dans. She was awarded the PBBY-Salanga medal and cash prize last July 16, 2019 at the Cultural Center of the Philippines during the 36th National Children’s Book Day celebration. In this two-part interview, Ms. Gabriela Lee shares with us her thoughts about awards, tips for the aspiring writer and the crocodile that lived in her great grandfather’s pool!

1. How real was the crocodile?

The crocodile was real! Apparently, my great-grandfather had a tendency to bring back all sorts of animals back to the Manila house when he came back after travelling the Philippines. As far as Lola remembers, their house was a veritable zoo at that time. 

2. What do you think of winning or losing in writing awards?

This is my first time winning a proper writing award, aside from scholastic things in high school and college, so it feels great. But I have a rather laid-back attitude towards writing awards - I think that they’re nice, if you get them, but ultimately you have to direct your art towards a purpose beyond just getting a medal and seeing your name in lights. For me, I joined the PBBY-Salanga this year because of the limitations of the topic, which is the biography. I wanted the world to know about my grandmother, who is a pretty awesome woman in her own right, and who promoted art education and visual literacy - something that I think is very important in this day and age. So it wasn’t about winning, but about Lola and her work. 

L-R: PBBY President Tarie Sabido, Araceli Limaco Dans, Gabriela Lee and Cris Millado, Vice Chairman of CCP

In general, I think that it’s great for a new or beginning writer to test their mettle against others in a friendly competition, but it should never be the center of your writing life. Winning is great, but your writing should not be about just winning, but about other aspirations beyond the competition. And that’s a difficult thing to think about.

3. What tips can you share to the aspiring writer of children’s stories?

First of all, READ! You can’t write anything if you don’t read anything. Read things that you think will help you write - genres and authors and stories that share a kinship with your creative process. If you don’t read stories, it becomes very difficult to know what’s out there, and how your stories contribute to the bigger world.

Second, you need DISCIPLINE! Writing isn’t about talent or inspiration. It’s about showing up to the blank page and banging out words. The words might not be good at first, or they might be slow to come, but you just need to put one letter in front of the other until you find yourself building a story. Writing isn’t just about talent. It’s about doing the work and keeping yourself accountable.

Finally, FIND A READER! Preferably someone you trust and someone who is capable of providing concise and helpful criticism. It can be a friend, a teacher, a colleague, someone you meet over the Internet. Make sure it’s someone who you can rely on who will give you honest advice for revisions, and someone who knows enough about the field you’re writing within that they are also familiar with the conventions and techniques you are using.

Are you interested and inspired to read more of Ms. Gabriela Lee’s stories and essays? Visit her website at 
Sometimes Sunlight. She is the granddaughter of Araceli Limcaco Dans.

Friday, July 26, 2019

Interview: A Database of Philippine Children’s Literature

Here is part 2 of my interview on building a database of Philippine Children’s Literature.

7.. What do you think can be improved about children’s picture books in the country?

To answer this question, one has to look at the book industry as an ecosystem and as an enterprise of knowledge creation and management. There are role players and communities that contribute to its growth and development. These are the content creators, the readers, distributors, researchers and educators, stakeholders and policy makers. Each has to play an active role in the improvement of children’s books. There are different agencies and institutions in government and the private sector that are assigned or do specific roles like the PBBY, the NBDB, the Book Development Association of the PH, the DepEd, the National Library of the Philippines, the CCP, NCCA and a host of NGOs. 

If you ask each role player, each agency and institution you will get a different answer. But their answers need to be connected and woven together. Or else, who will read the books? How can content creators continue creating if not for the readers and the system that support their art? For example, if I say that books in the mother tongue as developed in the regions is a potential area of growth, who do you think would be involved in its development and improvements? 

To quote Ramon Sunico, poet and teacher, a book is a dream dreamed by a team. 

How strong is the book development team and the ecosystem to which this team operates in so that it can continuously create?

8. Do you think it’s necessary to create an online database for children’s picture books in the Philippines? Who would it benefit, what are its values? Would it elevate the status of children’s illustration as an art form/create more visibility for it?

Librarians and libraries create databases for a number of reasons  namely, for organization of knowledge, for access to information, for memory and remembering, for posterity, to sustain culture and art, to curate what is valuable to specific groups of thinkers and learners, to strengthen the knowledge infrastructure of specific disciplines.

A database is not the only factor that can elevate the art of a book maker, a writer, an artist and a reader. Also, there are many ways to make art and book making more visible. There is no one solution, really, because art, in general does not grow and develop ina straight line.

9. Should the database actually store .pdf files of the children’s picture books, or should it simply just contain the picture book titles, authors, illustrators, summaries and the places where people can purchase or view the books?

Who are the end users of the database? Consider first the learning community or the group of artists who will benefit from the database. How do they create art? How can their art be preserved, restored and archived? What about copyright and intellectual property? How can he database be sustained?

For all you know, there is already an existing database of children’s books in the country in the

big universities, museums and the National Library. Maybe what we need is a “union” catalog or a centralized database where in, libraries and institutions with databases of children’s books and literature can pool all of these resources in a unified database.

10. Would orgs like CANVAS/PBBY/INK find this database helpful? 11. How can CANVAS/PBBY/INK contribute in the creation of this database?

They can be a part of the development, but a committee or a commission must be the lead agency to do this. Right now, I don’t who can. 

12. Do you have any recommendation/suggestions related to creating a database like this? Is it better to create a directory or database, etc.

I think I have some suggestions already in previous questions.

13. Do you know any other related source material I can look into?

Visit schools, colleges and universities offering Children’s Literature courses. They may have a wealth of research and resources already. All we need is to find and mine it!

Related Posts Plugin for WordPress, Blogger...