Book Review: Days at the Morisaki Bookshop

Days at the Morikasi Bookshop

Satoshi Yagisawa

Harper Collins, 2023

I finished reading Days at the Morisaki Bookshop just in time for my Bibliotherapy workshop today at St. Paul’s College Pasig. I am going to talk about the book to kickstart the workshop with faculty, librarians and guidance counselors of SPCP. 

It’s a a fun and comforting read, to say the least. There is something impressive about Satoshi Yagisawa’s handling of narrative time that I can’t yet explain. This is only my third book written by a Japanese author in the past seven months and all three books have characters that seamlessly weave themselves in the present to the past, onwards to the future and back again. I will read more! 

What makes this book truly meaningful is that, it is Zoe’s copy. She writes on her books and underlines sentences, phrases and passages. Much like the way ebooks on Kindle goes, I see the highlights other readers made. It makes reading a social experience connecting readers in a way that’s both intimate and reflective, allowing glimpses into their thoughts and emotions as they engage with the text. I appreciate this because, when I read, I am not alone. 

This time, what I held and read is a printed copy of the book. 

I took notice of my daughter’s highlights and I can’t help but discover where we converge in thought and emotion, and where we diverge. It makes reading this book extra special as it opens doors and windows between me, the fictional lead character and my daughter. While Takako’s world reveals a great deal of who she is, I witness my daughter’s too. 

And then I realize that while Takako, my daughter and I share similarities in experiences, we are taking different paths that somehow converge. Like Takako who will remain tethered to her family and heritage, leading a life all her own, so does my daughter. And she is beautifully doing so in all its authenticity and grace. 

Rating: 5/5 Bookmarks

#bookstagram #rageandgrace #gracegriefgratitude #readingislife #thereadingarmy

Step by Step with Teacher Zee: Books and Texts for Teaching and Instruction

Posting here the questions I asked colleagues and co-teachers from CRAIN for our discussion on Books and Texts for Teaching and Instruction.

Teacher Y

            Is it possible for our kids to choose, on their own, the books to read and                        discuss? If so, when's the best time/age to let them do that.

When we go by the principles and foundations of human rights, yes – children can choose for themselves. The UN Rights of the Child proclaim this liberty. As adults, it is our responsibility to create the space and the environment to actualize this liberty.

When is the best time / age -> Kindergarten; the moment they begin school 😊provided that, the school environment has designed and created a space for children that foster and support their developmental needs.

Having said this, there are psych and educ theories that can be the  basis for creating a child centered learning environment where in choice and agency are fostered and promoted:

Jean Chall’s Stages of Reading Development; Jean Piaget’s; John Dewey; Bandura’s Social Learning Theory

Is there a strategy to teach them how to choose the best reading materials for themselves?

  Model the habit, routines and the behavior of making good, informed choices – even discernment 😊

 

Teacher R

I tend to use a variety of reading resources: short stories, chapter books, novels, worksheets (ReadWorks), etc. Is there an ideal profile for each of those resources?

It would be good to always remember that categories, genres, labels and levels are guides. It helps us keep things in order, allowing our thinking to be disciplined and it leads us to productivity. What we can do is to review, examine and be informed of our student’s progress, strength and weakness as well as his/her assessment in selecting sources, texts and literature for instruction.

When should we use a child's interests? When should we push them to read beyond their usual interests? 

This is my BIG problem too, with some of my students.

When reading books set in WW2, I tend to give a background on the Holocaust beforehand. Is it better to let them experience the story organically first, so that they can figure out themselves what the Holocaust is through the story? Should I save the background information for later?

The framework of pre-reading, during reading and post reading works wonders, but also, be open to non-linear ways of thinking and thought processes. It is always helpful to take notes, use metacognitive thinking, reflect and take insight.

My Reading Inventory 2022

Dear Me,

We can do better in 2023! 

Love, 

Zee, The Reading ARMY

Disrupting Thinking

Tahanan Books

Into the Magic Shop

Readings for the book project under Tuttle

Sulatan

Indigo, the Color that Seduced the World

The Wild Robot Escapes

The Sandman

The Hobbit and Philosophy 

Kafka on the Shore 

How to Talk to Children About Art

Orphan Price

Ang Dangkal ni Matmat

The Essence of Rumi

Awards Round Up from The Well-Read Librarian

As I am subscribed to the newsletter of the The Well-Read Librarian, I get information on new books and readers services for Children and Young Adults. This week, I got a list of recommended books that won awards by readers and literacy groups. This is a good source for collection development geared towards the reading habits and readership of young people and those who take care and mentor them. It's amazing how reading groups continue to support the book industry. Such initiatives firm up and keep the robustness of the book industry.

The Goddard-CBC Youth Book Prize for Social Justice recognizes nonfiction books published in 2022 for children and teens related to life and issues that support values such as community, equality, opportunity, mutual understanding, respect, caring, and justice – in accordance with Goddard Riverside’s mission. The winning book will be announced at Goddard Riverside’s Annual Gala on October 13.

The Skipping Stones Honor Awards recommend outstanding multicultural and nature books every year. The honored titles offer various perspectives, and help us understand our diverse cultures, societies and their histories, as well as why people migrate for readers of all ages—from beginners to high schoolers, and educators.

The 2022 San Francisco Book Festival is an annual program celebrating the best books of the spring season and considers non-fiction, fiction, biography/autobiography, children's books, compilations/anthologies, young adult, how-to, cookbooks, science fiction, business, history, wild card, gay, photography/art, poetry, unpublished, technology and spiritual/religious works.

The Arkansas Diamond Primary Book Award was established by the Arkansas Elementary School Council in 1998 to encourage reading for students in Grades K-3. The name of the award reflects that Arkansas is the only diamond producing state. The Arkansas Diamond Award winner is selected by an annual vote. Student voting takes place in May each year.

International Latino Book Awards recognizes greatness in literature. Honoring authors, translators, and illustrators for their books written either in English, Spanish or Portuguese.

The Judy Lopez Memorial Award, established in 1985, honors authors who create works of literary excellence for children nine to twelve years old. The award is in remembrance of Judy Lopez who was a founding member of the Los Angeles Chapter of the Women’s National Book Association.

The state of Texas has a long tradition of serving as a setting for and inspiring great storytelling. Honoring that tradition, the Writers’ League of Texas Book Awards were established in 1991 to recognize the year’s best among those stories and to celebrate the exceptional writers behind them.

The Sakura Medal program brings together students from international schools across Japan each year to vote for their favorite books. The mission of the Sakura medal award program is to create a community of lifelong readers in international schools in Japan, aiming for a diverse selection of fantastic and engaging books.

The Kids’ Book Choice Awards (previously the Children’s & Teen Choice Book Awards) are the only national book awards voted on solely by kids and teens. Launched in 2008 by the Children’s Book Council and Every Child a Reader, the awards provide young readers with an opportunity to voice their opinions about the books being written for them.

The Missouri Readers Awards encourage students in grades one through twelve to explore new literary genres, to recognize excellence in writing and illustrating, and to experience the joy of literature.

A Trolley of Stories

 

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Library Bulletin Board: I do believe your galaxy

 

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Books for Bibliotherapy: The Wild Robot, Women Who Run with Wolves & Into the Magic Shop

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A Conversation with Jamie Bautista: Disturbance and Art as a Force for Good (2 of 3)

Here is part 2 of my conversation with Jamie Bautista on artists and content creators who make use of art into a force for good. Part 1, Art is Creating an Emotional Response can be read here.

SLIA: What art pieces and projects can you recommend that has evidence of this channeling of disturbance into a force for good? Triggered is one, but what else is out there?

I think there are a lot of art projects and content out there that is all about channeling disturbance into a force for good. A lot of protest art I think are examples of that. The whole reason I wanted to do more art for society was because of theater productions like Dulaang UP’s The Kundiman Party, PETA’s Charot or the independently produced Desaparesidos, which were created out of their respective creative teams’ desire to address something disturbing politically. 

During times of crisis like typhoons or the recent pandemic, there were many artistic projects created to raise funds for those affected. The ones I remember well for the pandemic were Bayanihan Musikahan and Lockdown Cinema, though those were more projects using existing art to raise funds.

Jamie Bautista with mentee, Kat Rodriguez

To be honest, I personally don’t know of many projects like ours that create opportunities for others to create art specifically to help change society. That’s why I was so intrigued by the project that resulted in Triggered because I hadn’t heard of or been invited to anything like it before. Usually, we’re asked to support these types of works financially by buying something or donating. But being asked to contribute art, to help younger artists create more art, that was different. 

The closest thing I can think of that’s similar is the AHA Learning Center headed by Jaton Zulueta, that works with many artists in many fields like writing, illustration, video editing, music, and performing to provide education to the less fortunate in different communities, and even went online during the pandemic (I also contributed some Private Iris content for them in their digital lessons). That’s why I think there should be more groups that not only create art to make a difference, but that provide outlets of creativity for both artists and even non-professional artists (remember, our student writers for Triggered were non-literature majors in Management, Social Sciences, etc.) so the positive effect is multiplied.

It’s why I think the Leni Robredo campaign was also a great model for how to provide artistic outlets for people by giving both a clear goal and a driving spirit. The amount of art created for the campaign I’m sure was triggered by frustration with the previous administration but channeled into trying to bring into being a better culture and form of government, rather than simply using art to complain and protest. It provided an outlet for people who wanted to do something, whether by creating art, talking to people house to house, or joining rallies. Even just the creative signs in the rallies were examples of art being used to channel dissatisfaction into something clever yet constructive.

Where to buy Trigerred: TRIGERRED: Creative Responses to the 

Extra-Judicial Killings in the Philippines | Shopee Philippines

The Never Ending Story: Encouraging Learners to Read

As I am preparing for my webinar on Saturday with Scholastic Philippines, their wonderful staff sent some questions. I will give my answers on some of them in my session. One question must be answered now, through the blog because it is a question I often get and the answers are here in SLIA.

Here is the question: Aside from required reading, how do we encourage learners to read more?

Reading more and fostering a genuine love for books and reading begin at home. The school provides formal instruction on langauge and literacy skills development. The community nurtures and nourishes the reading culture that families and schools have begun.

Recommending this book, Bumasa at Lumaya Volume 2, in support of my answer. This book discusses reading, children's literature and the systems and mechanisms that grow language and literacy skills development.

So. How do we foster this love for books and reading at home? Click on the following links:

1. Reading is a family matter. It begins at home and parents create the environment for which children build on the confidence to read.

2. Reading is a developmental process (Jean Chall, 1986) thus, a book or a reading material/text can be provided for children following this principle.

3. Parents can and MUST model the reading habit.

Pondering on the question, I ask this back: Why is reading being required in the first place? Remember to allow the child to choose the books, the texts and the materials he/she likes to read. Ask why this is his/her choice of reading material. Believe in the child to be able to think and to express his/her ideas, feelings and curiosities.

From the Owl of the Bibliothecary

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Promoting Books and Reading...and yes, BTS

 

Online TeleRadio Guesting: Reading During the Pandemic in Usapang Mamshies

Another teleradio guesting I had last month was with Usapanag Mamshies, a 30 minute talk show for moms by moms. Super thanks to Mia Baquiran for the opportunity to talk about books and reading during the pandemic.

"Teaching life skills to children through reading, arts, music, and creative and practical experiences. Ang saya lang ng chikahan namin kanina sa aming programang "Usapang Mamshies," kasama si Miss Zarah Gagatiga , teacher-librarian, storyteller at award-winning children's book author. Nakakaproud dahil si Miss Gagatiga at isang Cagayana. Mabbalo po sa inyo!" ~ Mia Baquiarn (Facebook)

Watch the entire show by going to this link of the Cagayan Provincial Information Office.

 

My Reading Inventory Part 2: Books That Got Me Through 2020

 

My 2020 Reading Inventory

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On Instagram, I posted seven photos of books I plan to read for 2020 around early January. Of the the seven books, I have only read one book in full, which is Liwag and Brion's In Their Own Voice (ADMU Press), a book of essays by young people in a journey of understanding themselves and the world they create and inhabit. Proust and the Squid and The Gutenberg Elegies are books I munched on. These are non-fiction titles which fill in my need for functional reading. All three titles serve a purpose for professional growth. 

For fiction books, I finished nine titles on top of the 19 picture books published by Room to Read, plus, a memoir. I failed to post reviews on all of them on the blog or on Goodreads though.

Yes, it's a tough year even in this department. I am ploughing my way through two books now and started another non-fiction title. Blame it on the pandemic, yes -- like everything else. 

On the one hand, I have seen more than a dozen Kdramas and Netflix originals. 

Then again, I resolve to read more books this year in digital and print format. A balance is essential. It is good for the brain and for my well-being. 

Why are books dear to me

This is the article I wrote for Dear Books, an online bookstore of children's books. I am their guest writer and reader. Two more articles will be posted in the blog. Swing by their site and do buy a copy of my books that are up for sale. 

I am writing this in an age of bizarre conditions and uncertainty.

Never in my life did I dream of living in and during a pandemic. This is the stuff I only read in history books. The Balck Plague. The Spanish Flu. Outbreaks of Cholera in the 1800s. These are global health catastrophes that drastically and dramatically changed the way people lived. Such phenomena shape the way people think, imagine and relate with each other. Indeed, the COVID-19 contagion is transforming varied aspects of our lives.

We are paying more attention to keep ourselves healthy. We grapple with strategies to cope and survive the isolation that comes with lockdown and quarantine. We battle fake news and misinformation every day. We come face to face with ethical and social issues that affect local, national and global systems. From politics to education, trade and industry, science and technology, this virus that is novel and new is bringing out the best and the worst in us.

As an author and teacher librarian, I find myself counting the possibilities and opportunities for growth, development and yes, even nourishment that the COVID-19 pandemic brings. There is loss all around. There is grief. But there is also healing. There are acts of kindness and compassion all around us. We see this happening in many ways and in many forms. For one, there is an explosion of stories, information and resources for learning. The variety of reading materials available online spills over our social media feeds, email inboxes and chat groups. Many of these reading materials are created with the themes of the current times. Relevant as they are, we still need to select and evaluate them carefully and responsibly.

This is why books -- and reading, are so dear to me. They are all around us and it allows us to make choices.

Books either in print or electronic format are mirrors we see ourselves in as well as the world we live in. The characters that populate our favorite story books and novels become our friends. We admire authors and in our eyes, they are rockstars. In some stroke of magic, we know that we are not alone. In books and reading, we are never in isolation. So let us turn to stories, to books and to reading in these bizarre and uncertain times.

Tell a story. Pick up a book. Read. Discover new things. Spark your curiosity. And if books and reading stirred you to write your own story, just go and do it. I assure you these things will see us through a raging pandemic.

My Passion Project: Bibliotherapy (V18-19)

On Reading and Parenting

10. It takes a village to raise a child

    And so we come to the last talking point. I will say two things. First, what I presented above are “ideals”. In the real world, these ideals are tested. Often times, we commit epic failures. Well, that is part of learning. Therefore, admit that you, myself included, as parents, we need all the help we can get from members of the community. There are agencies and institutions who can help us raise readers and lifelong learners. Who are the people in your neighborhood? That is for you to find out!

    Second, let me end by recommending these books for your children. These are the winners of the 2016 National Children’s Book Awards as conferred by the National Book Development Board (NBDB) and the Philippine Board on Books for Young Readers. 

Caveat: these titles are starting points. Allow children and young adults to read non-fiction and subject area books also. Talk to your child’s teacher and consult your school’s librarian or librarian in the public library of your community.

 For emergent literacy, age 0-6: Dumaan si Butiki by Gigi Concepcion, illustrated by Ray Sunga (Adarna House, 2015)Haluhalby Eli Camacho (Adarna House, 2015) 

 For beginning readers, age 7-9: Mang Andoy's Signs by Mailin Paterno Locsin, illustrated by Isabel Roxas (Tahanan, 2015)SalusaloPara Kay Kuya by Ergoe Tinio, illustrated by JC Galang (Adarna House, 2015)

For middle grades, age 9-12: Supremo by Xi Zuq, illustrated by Al Estrella (Adarna House, 2015)

For Young Adult readers, age 13-18: Janus Silang at ang Tiyanak ng Tabon by Edgar Calabia Samar (Adarna House, 2014)

Despite our imperfections, let us strive to create a home where children feel valued. Let us work as a community in raising readers and lifelong learners. Let the children READ BOOKS!

 Sources:

Carandang, Ma. Lourdes and Quenna Lee-Chua. The Filipino Family Surviving the World, Anvil Publishing, 2008.

Fernandez, Karina Galang. Agenda for Hope Ideas for Inspiring the Youth: Connecting with today’s teens. ADMU Press, 2010.

Excerpt from Direct Instruction Reading, by D.W. Carnine, J. Silbert, E.J. Kame'enui, S. G. Tarver, 2004 edition, p. 13-15 . © ______ 2004.

On Reading and Parenting (2 of 2)

1. The Stages of Reading Development by Jean Chall
   
   
   
   
   Jean Chall’s (1984) seminal research on the developmental stages of reading is used by many teachers as bases to facilitate activities and experiences for children who are learning how to read.
2. Know your toddler: The Emergent Reader

Pre-reading stage - marked by rapid brain growth; use of spoken language.

Your baby or toddler would be needing a lot of oral and aural experiences to acquire language skills. These language skills contribute to their visual skills once they see letters and words as symbols representing speech and ideas.

2. Know your child: The Beginning Reader

Initial reading stage - children learn the letters of the alphabet; phonetics; phonemic awareness; basic sentence structures; language learning peaks.

This is the ideal stage to introduce printed books!

3. Know your pre-teen and teenager: The Transitional Reader

Reading for confirmation and fluency and Reading for learning the new - reading skills are used to gain knowledge, facts and information using varied texts and literature.

This is the stage where in readers have gained a level of independence in reading. But they still need support from peers and the adults they interact with on their choices of reading materials. This is a crucial stage where success and failure in reading happens. If the child gets the best reading instruction from parents and teachers in the pre-reading and initial reading stages, the quality teaching of reading skills MUST continue in the middle grades in in junior high school.

This is an ideal time to introduce different reading materials and media formats. This is also a good time to encourage readers to write and create their books and their media.

4. Know your young adult: The Fluent Reader

Reading to comprehend multiple viewpoints - students read multiple viewpoints from varied texts and literature.

The reader has gained confidence, autonomy and independence in reading. Not only he or she makes sound reading choices, but also expresses a voice of informed opinions as a response to a reading experience. A deeper critical and creative thinking patterns occur in this stage of development. Readers are being prepared to fully join a community or a collective of thinkers and learners.

5. READ to LIVE!

Construction and Reconstruction - highest stage of reading development; Reading to learn and construct new knowledge.

The child is now an adult who reads and uses this skill to learn, relearn and unlearn.

What’s amazing at this stage is that, the adult reader is capable of making a difference in the lives of others. He or she is a functional member of the society. He or she can contribute to the community and can join in a conversation and a discourse of varying views, opinions and feelings with peers and even elders of the community.

    Good job, parents!