Anotated Bibliography (Work in Progress)

ANIMAL HABITAT

Pacis, Carla. Hipon and Biya. Quezon City: Adarna House, 2004

Hipon and Biya are friends. They share a home in a little coral among the coral reefs. What Hipon can’t do, Biya is there to help out and vice-versa. A well written concept story on symbiosis, the writer’s knowledge of subject matter reflects the thorough research that went through in producing such an insightful tale.


ANTIQUES

Chong, Grace. Teo’s Trash. Mandaluyong City: OMF Literature, 2003.

What is old can be made new and what is new can be beautifully old and rare. In this story, Chong explores the natural curiosity present in all children through her favorite character, Teo. His fondness for old things earned him a feature in a TV show.

A.D.H.D.

Evasco, Eugene. Hilong Talilong. Quezon City: LG & M Corporation, 2005.

A loving aunt helped her nephew survive ADHD.

BICYCLE

Anonuevo, Rebecca. Ang Bisikleta ni Momon. Quezon City: Adarna House, 1997.

Momon’s bike is old and rusty, but it is his prized toy. Learning how to ride the bike gave him bumps and bruises, but it made him value the old bike all the more.

BUTTERFLY

Lalunio,Lydia. Si Munting Uod. Quezon City: LG & M Corporation, 2003.

Little caterpillar eats a lot to turn into a beautiful butterfly.

CARE GIVER

CATS

CHRISTMAS




COMMUNITY HELPERS

Tejido, Jose Miguel. Ang Pambihirang Sombrero: The Amazing Hat. Quezon City:
Adarna House, 2003.

Min’s creativity leads her to wonderful encounters with people in her community. Thanks to an old hat that served as her inspiration.

COMPETITION

CORRUPTION
Ibardolaza, Honoel. The Greediest of Rajas & The Whitest of Clouds. Quezon
City: Adarna House, 2004.

Greed has pushed the Rajah to the height of corruption. Greed drove him to his own demise.

CREATIVITY
Tejido, Jose Miguel. Ang Pambihirang Sombrero: The Amazing Hat. Quezon City:
Adarna House, 2003.

Mia’s creativity leads her to wonderful encounters with people in her community. Thanks to an old hat that served as her inspiration.

DISCIPLINE

DIVORCE
Patindol, Jean. Papa’s House, Mama’s House. Quezon City: Adarna House, 2004.

Mama explains, with patience, compassion & tolerance, the reasons for her separation from Papa. Using not too complicated words for a child to understand.

DOGS
Hermosa, Nemah. Uldok: The War Hero. Quezon City: LG & M, 2005.

Set in World War II Philippines, a family hid in the mountains for safety. They left their pet dog to guard their house in the village in case Japanese soldiers come to look for them. One visit to their house after months in hiding led them to a depressing discovery.

DREAMS
Bersola – Babao, Christine. Bryan Learns A Lesson. Makati City: Goodwill
Bookstore, 2004.

Bryan has everything any boy would want-toys, clothes, food, a yaya who does his biddings. However, he is lazy & ungreateful. In a dream, he lost many things his parents has provided for him.

DWARFS

DYSLEXIA
Rivera, Augie. XILEF. Quezon City: Adarna House, 2000.

Felix is a young boy afflicted with dyslexia. Through the support of his parents & his teachers’ commitment to teach him, he eventually learned how to read & earned his self-esteem.

EATING HABITS

ENCHANTED CREATURES

ETHNIC GROUPS – BADJAO
Unson, Ricardo. Bahay Ng Marami’t Masasayang Tinig. Quezon City: Adarna
House, 2002.

Palasia heard happy voices in a small house while working away from the market place. Intrigued, she and her brother observed the activities and were soon invited by the school teacher.

ETHNIC GROUPS – BONTOC

EYES

Evasco, Eugene. Apat na Mata. Quezon City: LG & M Corporation, 2005.

A little boy had trouble seeing the (real) beauty of the world. Thanks to a new pair of glasses, he could see clearly & appreciate his sense of sight.



FAMILY
Acacio-Flore, Lin. The Quarreling Kites. Makati City: Tahanan Books, 2000.

Big Kite teaches Little Kite a lesson on humility and brotherhood. Only when Big Kite gets lost did Little Kite appreciate these values.

Anonuevo, Victoria. Ang Paaralan ni Fuwan. Quezon City: Adarna House, 2002.

Fuwan is torn between going to school and helping in the rice field. After being absent for several days from school, he missed his classmates and teachers. Upon his class’ surprise visit, his father realized how important going to school meant for him. Finally, he was allowed to go to school.

Suplico, Ma. Teresa. Dalawang Puyo. Quezon City: JMC Press, 2001.

Having two cowlicks can be unlucky? Or so old people believed. A little boy ruminates the meaning of having two cowlicks instead of one.

FISH

FROGS

FRUITS

Lalunio,Lydia. Si Munting Uod. Quezon City: LG & M Corporation, 2003.

Little caterpillar eats a lot to turn into a beautiful butterfly.

GREED

Bersola – Babao, Christine. Bryan Learns A Lesson. Makati City: Goodwill
Bookstore, 2004.

Bryan has everything any boy would want-toys, clothes, food, a yaya who does his biddings. However, he is lazy & ungreateful. In a dream, he lost many things his parents has provided for him.

Ibardolaza, Honoel. The Greediest of Rajas & The Whitest of Clouds. Quezon
City: Adarna House, 2004.

Greed has pushed the Rajah to the height of corruption. Greed drove him to his own demise.


HANDICAPPED

Rivera, Augie. XILEF. Quezon City: Adarna House, 2000.

Felix is a young boy afflicted with dyslexia. Through the support of his parents & his teachers’ commitment to teach him, he eventually learned how to read & earned his self-esteem.

HAT

Tejido, Jose Miguel. Ang Pambihirang Sombrero: The Amazing Hat. Quezon City:
Adarna House, 2003.

Mia’s creativity leads her to wonderful encounters with people in her community. Thanks to an old hat that served as her inspiration.

HEALTH HYGIENE

IMAGINATION

INDEPENDENCE

KINDNESS

KITE
Acacio-Flore, Lin. The Quarreling Kites. Makati City: Tahanan Books, 2000.

Big Kite teaches Little Kite a lesson on humility and brotherhood. Only when Big Kite gets lost did Little Kite appreciate these values.

Ibardolaza, Honoel. The Greediest of Rajas & The Whitest of Clouds. Quezon
City: Adarna House, 2004.

Greed has pushed the Rajah to the height of corruption. Greed drove him to his own demise.

LOYALTY

Hermosa, Nemah. Uldok: The War Hero. Quezon City: LG & M, 2005.

Set in World War II Philippines, a family hid in the mountains for safety. They left their pet dog to guard their house in the village in case Japanese soldiers come to look for them. One visit to their house after months in hiding led them to a depressing discovery.

MANNERS

Villanueva, Rene. Ang Barumbadong Bus. Quezon City: Adarna House, 1999.

Kas, a speedy bus, is an allegory for the careless and insensitive driver. He does not observe traffic rules and disobeys safety precautions. This uncouth behavior led to an accident that Kas could never undo.

MARTIAL LAW

Rivera, Augie. Si Jhun-Jhun Noong Bago Ideklara Ang Batas Militar. Quezon City:
Adarna House, 2001.

Jhun-Jhun grew up all too soon upon his older brother’s involvement with rallies before the martial law years.

METAMORPHOSIS

Lalunio,Lydia. Si Munting Uod. Quezon City: LG & M Corporation, 2003.

Little caterpillar eats a lot to turn into a beautiful butterfly.

MONEY

NOSE

NUMBERS

Lalunio,Lydia. Si Munting Uod. Quezon City: LG & M Corporation, 2003.

Little caterpillar eats a lot to turn into a beautiful butterfly.

PARENTING

Anonuevo, Rebecca. Ang Mahiyaing Manok. Quezon City: Adarna House, 2000.

Onyok is a shy rooster who could not crow. To overcome his shyness, his parents gave him all the encouragement he needs. He soon found his voice and his self confidence. The writer’s use of onomatopoeia has been most effective to characterize Onyok and the change in his character.

Bersola – Babao, Christine. Bryan Learns A Lesson. Makati City: Goodwill
Bookstore, 2004.

Bryan has everything any boy would want-toys, clothes, food, a yaya who does his biddings. However, he is lazy & ungreateful. In a dream, he lost many things his parents has provided for him.

Gatmaitan, Luis. Si Miyaw Kasi. Makati City: UNICEF, 2002.

Nancy takes care of cat foundlings while her parents are away. What her parents could not provide her, she gave he foundlings.


Patindol, Jean. Papa’s House, Mama’s House. Quezon City: Adarna House, 2004.

Mama explains, with patience, compassion & tolerance, the reasons for her separation from Papa. Using not too complicated words for a child to understand.


Rivera, Augie. XILEF. Quezon City: Adarna House, 2000.

Felix is a young boy afflicted with dyslexia. Through the support of his parents & his teachers’ commitment to teach him, he eventually learned how to read & earned his self-esteem.

PERSEVERANCE
Anonuevo, Rebecca. Ang Bisikleta ni Momon. Quezon City: Adarna House, 1997.

Momon’s bike is old and rusty, but it is his prized toy. Learning how to ride the bike gave him bumps and bruises, but it made him value the old bike all the more.


PETS

Hermosa, Nemah. Uldok: The War Hero. Quezon City: LG & M, 2005.

Set in World War II Philippines, a family hid in the mountains for safety. They left their pet dog to guard their house in the village in case Japanese soldiers come to look for them. One visit to their house after months in hiding led them to a depressing discovery.


PHILIPPINE FOLKLORE
Rizal, Jose P. The Monkey and The Turtle: A Philippine Folk Tale. Makati City:
Tahanan Books for Young People, 2003.

Monkey tries outsmarting Turtle. Apparently, Turtle is too smart to be tricked.

PHILIPPINE HISTORY
Hermosa, Nemah. Uldok: The War Hero. Quezon City: LG & M, 2005.

Set in World War II Philippines, a family hid in the mountains for safety. They left their pet dog to guard their house in the village in case Japanese soldiers come to look for them. One visit to their house after months in hiding led them to a depressing discovery.

Rivera, Augie. Si Jhun-Jhun Noong Bago Ideklara Ang Batas Militar. Quezon City:
Adarna House, 2001.

Jhun-Jhun grew up all too soon upon his older brother’s involvement with rallies before the martial law years.

PHYSICAL FITNESS

POLLUTION
Villanueva, Rene. The Zimbragatzees of the Planet Zing. Quezon City: Lampara
Books, 2002

The Zimbragatzees lost their fantastic noises due to pollution and environmental decay.

RECYCLING

RIGHTS OF THE CHILD

Anonuevo, Victoria. Ang Paaralan ni Fuwan. Quezon City: Adarna House, 2002.

Fuwan is torn between going to school and helping in the rice field. After being absent for several days from school, he missed his classmates and teachers. Upon his class’ surprise visit, his father realized how important going to school meant for him. Finally, he was allowed to go to school.

Rivera, Augie. Si Jhun-Jhun Noong Bago Ideklara Ang Batas Militar. Quezon City:
Adarna House, 2001.

Jhun-Jhun grew up all too soon upon his older brother’s involvement with rallies before the martial law years.



ROAD SAFETY

Villanueva, Rene. Ang Barumbadong Bus. Quezon City: Adarna House, 1999.

Kas, a speedy bus, is an allegory for the careless and insensitive driver. He does not observe traffic rules and disobeys safety precautions. This uncouth behavior led to an accident that Kas could never undo.


ROOSTER
Anonuevo, Rebecca. Ang Mahiyaing Manok. Quezon City: Adarna House, 2000.

Onyok is a shy rooster who could not crow. To overcome his shyness, his parents gave him all the encouragement he needs. He soon found his voice and his self confidence. The writer’s use of onomatopoeia has been most effective to characterize Onyok and the change in his character.

SCHOOL
Anonuevo, Victoria. Ang Paaralan ni Fuwan. Quezon City: Adarna House, 2002.

Fuwan is torn between going to school and helping in the rice field. After being absent for several days from school, he missed his classmates and teachers. Upon his class’ surprise visit, his father realized how important going to school meant for him. Finally, he was allowed to go to school.


SELF CONFIDENCE
Anonuevo, Rebecca. Ang Mahiyaing Manok. Quezon City: Adarna House, 2000.

Onyok is a shy rooster who could not crow. To overcome his shyness, his parents gave him all the encouragement he needs. He soon found his voice and his self confidence. The writer’s use of onomatopoeia has been most effective to characterize Onyok and the change in his character.


SENSE OF SIGHT

Evasco, Eugene. Apat na Mata. Quezon City: LG & M Corporation, 2005.

A little boy had trouble seeing the (real) beauty of the world. Thanks to a new pair of glasses, he could see clearly & appreciate his sense of sight.



SENSE OF SMELL

Villanueva, Rene. The Zimbragatzees of the Planet Zing. Quezon City: Lampara
Books, 2002

The Zimbragatzees lost their fantastic noises due to pollution and environmental decay.

SEPARATION
Patindol, Jean. Papa’s House, Mama’s House. Quezon City: Adarna House, 2004.

Mama explains, with patience, compassion & tolerance, the reasons for her separation from Papa. Using not too complicated words for a child to understand.


SPIRITS

STRENGTH OF CHARACTER

STUDYING

SUPERSTITIOUS BELIEFS

Suplico, Ma. Teresa. Dalawang Puyo. Quezon City: JMC Press, 2001.

Having two cowlicks can be unlucky? Or so old people believed. A little boy ruminates the meaning of having two cowlicks instead of one.


TEACHER
Anonuevo, Victoria. Ang Paaralan ni Fuwan. Quezon City: Adarna House, 2002.

Fuwan is torn between going to school and helping in the rice field. After being absent for several days from school, he missed his classmates and teachers. Upon his class’ surprise visit, his father realized how important going to school meant for him. Finally, he was allowed to go to school.

TOYS
Anonuevo, Rebecca. Ang Bisikleta ni Momon. Quezon City: Adarna House, 1997.

Momon’s bike is old and rusty, but it is his prized toy. Learning how to ride the bike gave him bumps and bruises, but it made him value the old bike all the more.


TRANSPORTATION

Villanueva, Rene. Ang Barumbadong Bus. Quezon City: Adarna House, 1999.

Kas, a speedy bus, is an allegory for the careless and insensitive driver. He does not observe traffic rules and disobeys safety precautions. This uncouth behavior led to an accident that Kas could never undo.

TRICKSTER TALE

Rizal, Jose P. The Monkey and The Turtle: A Philippine Folk Tale. Makati City:
Tahanan Books for Young People, 2003.

Monkey tries outsmarting Turtle. Apparently, Turtle is too smart to be tricked.

Coverage and Background of the Project

III. Coverage

The books included in the bibliography were acquired during the school year 2004 - 2005 and 2005 - 2006 by the Xavier Grade School LRC. There were only twenty Filipiniana Children's story books identified as acquired and cataloged in the school year 2005 - 2006. The list of acquired books for school year 2004-2005 is currently not available since it is being counterchecked. To add more titles to the bibliography, suggestions from the librarians were solicited. An additional ten titles were included in the first thirty annotations.

This, however, is not solely a term project but also a work in progress for the Filipiniana Collection of the Xavier Grade School Learning Resource Center.

IV. Background of the Project

The project was inspired by the queries of teachers for books to be used in instruction. Since they are using the Literature Based Approach in teaching reading and language arts skills, they need more trade books. There are plenty foreign books to choose from but little is known from the growing produce of Filipiniana for children.

Since the GS LRC supports the academic program of the school and operates on a resource based program, this annotated bibliography shall greatly help teachers in instruction, likewise, the translation of the school's academic goals.

V. Design

The bibliography shall be arranged alphabetically by subject and author.

VI. Tools

Sear's List of Subject Headings; Xavier Grade School Subject Matter Guide for Reading, Language Arts, Filipino and Aralin Panlipunan

Filipiniana for Children - Author Index

A
Acacio-Flore, Lin
Anonuevo, Rebeca
Anonuevo, Victoria

B
Bellen, Christine
Bersola – Babao, Christine

C
Canon, Christine
Chong, Grace

E
Eusebio-Abad, Heidi
Evasco, Eugene

F
Fernandez, Regina
Flores-Garcia, Annette

G
Gatmaitan, Luis

H
Hermosa, Nemah

I
Ibardolaza, Honoel

L
Lalunio,Lydia

P
Pacis, Carla
Patindol, Jean

R
Rivera, Augie
Rizal, Jose

S
Suplicio, Ma. Teresa

T
Tejido, Jomike

U
Unson, Ricardo

V
Villanueva, Rene

An Annotated Bibliography of Filipiniana for Children

This is my term project for my graduate course, LIS 261 - Information Analysis at the Institute of Library and Information Science. I have enitled it as An Annotated Bibliography of Filipiniana for Children. Read on further to know more about the bibliography.

I. Rationale

There is a steady, if not rapid, growth of Filipiniana books for children published every year. Most of these books were written for readers in the preschool and elementary grades. A good number of these books carry relevant themes that address developmental needs and support curricular offerings. Furthermore, these books promote Filipino values, culture and heritage. Indeed, books, particularly the ones written for them, are essential to children’s learning and improvement.

While foreign children’s books abound in the market and are, likewise, widely used by teachers for instruction, Filipiniana children’s books are marginalized. Teachers have yet to discover the potentials of these resources for instructional use given their aesthetic, literary and cultural values.

School libraries for their part are responsible for developing, organizing and maintaining a collection that is suitable for children and the appropriate pedagogy. Manual and online catalogs exist, however, tools like indexes and bibliographies are helpful tools for teachers who have specific needs for books that can enrich instruction. Since the school library provides opportunities for resource-based learning, such catalogs are not enough to lead teachers to a wide array of relevant learning resources. Time is also a factor to consider in their search for materials because preparation in planning a lesson is another time consuming task.

Thus, this annotated bibliography of Filipiniana Children’s Books.

Lastly, this bibliography may serve as springboard for promotional activities that school librarians and other advocates of literacy.

II. Relevance

On a larger scale, this shall initially serve as guide for parents who are keen on developing in their children a genuine love for books and reading through Filipiniana materials. Writers of children’s stories may find this bibliography a useful directory of published materials that inform them of the themes and subjects already written about. It can be a valuable reference source for researchers on Philipine Children’s Literature who are developing scholastic writings on the subject. Guidance counselors in need of titles for bibliotherapy shall benefit from this likewise.

Filipiniana For Children - Subject Index

A
ANIMAL HABITAT
ANTIQUES
ADHD

B
BICYCLE
BUTTERFLY

C
CARE GIVER
CATS
CHRISTMAS
COMMUNITY HELPERS
COMPETITION
CORRUPTION
CREATIVITY

D
DISCIPLINE
DIVORCE
DOGS
DREAMS
DWARFS
DYSLEXIA

E
EATING HABITS
ENCHANTED CREATURES
ETHNIC GROUPS – BADJAO
ETHNIC GROUPS – BONTOC
EYES

F
FAMILY
FISH
FROGS
FRUITS

G
GREED

H
HANDICAPPED
HAT
HEALTH HYGIENE

I
IMAGINATION
INDEPENDENCE

K
KINDNESS
KITE

L
LOYALTY

M
MANNERS
MARTIAL LAW
METAMORPHOSIS
MONEY

N
NOSE
NUMBERS

O
OBESITY

P
PARENTING
PERSEVERANCE
PETS
PHILIPPINE FOLKLORE
PHILIPPINE HISTORY
PHYSICAL FITNESS
POLLUTION

R
RECYCLING
RIGHTS OF THE CHILD
ROAD SAFETY
ROOSTER

S
SCHOOL
SELF CONFIDENCE
SENSE OF SIGHT
SENSE OF SMELL
SEPARATION
SPIRITS
STUDYING
SUPERSTITIOUS BELIEFS

T
TOYS
TRANSPORTATION
TRICKSTER TALE

The Busy Librarian

It's the end of the school year and things at home, at work and in grad school are all piling up on top of the other. I have several posts put aside and they won't see the light until after this weekend. So please bear with me as I try my best to accomplish my requirements, year end reports and inventory, and motherly duties.

More on Philosophy and Paradigm

During the dalmatian-librarian controversy, I have written about two school's of thought pervading Philipipne librarianship today. This was only an observation and I wished to express my opinion via blogging but so far, no one has yet commented. My point is, the plans, decisions and actions that librarians make are dependent on his or her philosophy. This includes the education and life experiences that shaped him or her.

If a school librarian believes that his or her role in the school is confined to library work alone, limiting services and functions to the four walls of the library, school administrators will perceive them as auxiliary personnel and not as collaborators to teachers nor professionals who can make great contributions to the academic program of the school.

When I hear complains and sentiments of school librarians that they are being treated as "second class" citizens in their school community; that they are not getting the support they deserve; that the library is the last priority; I ask them what solutions they've done so far. It is not easy to prove and substantiate the library's worth, but it has to be done. A non-librarian may have the impression that libraries are important in a school and so are the staff and librarians who run programs and services, however, these people are very few.

To change the perception of non-supporters, school librarians need to change philosophy and paradigms if necessary. This is not to say that things learned in library school must be forgotten. What I mean is for school librarians to initiate the change themselves vis-a-vis the evolving environment. There will be mistakes along the way and it will be tough battling one's own demons. It is worth the risk, however, and with careful reflection, study and planning, it might work. What else do I wish to impart? I have five thinking points to consider and mull over.

1. Readiness and Preparation. Do you welcome a change in mind fame? A renewal? A revamping of time tested processes? If you are, you need to prepare yourself - emotionally, psychologically, professionally and POLITICALLY. There are skills that must be learned, relearned and unlearned. Play on your strengths. Find solutions to problems and weaknesses.

2. Support. I mean people, and not just technology. It is an advantage if you are adept at investing on technology and nurturing relationships. I have known a gifted few who can do both. We can learn form their example.

3. Sustainability. How can you keep yourself motivated once you start revving up your school library? How do you keep others motivated? It can be a tiring task, so expect this to happen.

4. Systematize. Look with in the system and outside of it. Network your way and connect with other systems who can help your school library. It is a key to survival.

5. Stay healthy. Smile a lot. Laugh. At your mistakes. On good work accomplished.

Easier said than done? You will never know unless you begin.

Perceptions, Philosophy and Paradigms

As a take off from my post last February 27, 2006, I wrote about school libraries falling under Student Services or the Academic Program. I find it odd when school libraries affirm their role as the hub of the school and to articulate their goals, objectives and functions as supporting and supplementing the curriculum when all the while falling under Student Services. It does not sound as auxiliary nor ancillary services to me. This gives me the impression that the school administration perceives the school library quite differently the way the school librarian does.

This is a common scenario among schools. Although what I am recounting are not based on research, I have enough experience as accreditor and trainer-facilitator to claim such realities.

The success of school libraries can be dictated by the way the school principal, director or directress perceives the school library. If the school library is seen as a repository of books and resources, its functions reduced to clerical and technical tasks then, it does belong to Student Services. Is this wrong? No. However, the school library's potential to affect teachers and impact student learning is diminished. Who is at the losing end? The students and their parents who send their kids to school.

With the resources and the technology available today, teachers can do so many things with them for better delivery of instruction. Students can be provided with other modes of learning that cater to their learning styles through these different learning gadgets and varied resources in the classroom and outside of it, like, the school library! Many a school, and mostly, private schools for this matter only want the best for their students and teachers. Its administrators assess, review and reform the curriculum. Top level administrators are very much involved, definitely, but school librarians rarely are given the opportunity to bring in their expertise, knowledge and academic training. I'm not blaming the administration because, they are not aware of the school library's potential to impact instruction.

It is now the responsibility of the school librarian to let "them" know. School librarians have long recognized their important role in academic and formative programs of the school. But how to communicate this to their superiors is another matter. We're treading on library management issues here and this is one weak area of Philippine library education (I won't mind if you challenge this statement, but if you do, I'll try to post proofs based on research. Just take note that we're talking about school librarianship in particular).

First, it is necessary for school librarians to look into their own philosophy of school library services. This philosophy is of course, influenced by their training in library school. Second, they, we for this matter, must study the existing paradigms on implementing school library programs. It would also help if research on trends and current movements in school library services are taken into consideration.

(To be continued...)

EDSOR Before the State of Emergency

As a way to comemorate the historic People Power of 1986, the four schools in the EDSA-Ortigas junction convene every year. This year, Xavier School was host and as "punong abala", the FACAMPA of the school concocted a mass, a talk by Bishop Tagle and a concert for everyone to remember the heroic leadership of the Filipino.

Here is the EDSOR (EDSA-ORTIGAS Consortium) in pictures -



Liza?! We're all pointing at our heads!



Do we need an EDSOR assembly to complete the team?



The young and the restless (no rest at all)...



At the concert: Star in a Million finalist, Mabel sings with and Teacher Karen, Xavier School Prep teacher.



Edu Manzano did a very good hosting job. Aren't all La Salle alum blessed with the gift of gab? Now here is the spawn of Gary V. : Gabby V.



Dr. "Tenor" reminded all of us to be proud of our Pinoy heritage and culture.



Lovely ballerinas! Like doves flying!



Apat na sikat ng EDSOR schools - Fr. Johnny Go(Xavier), Bro. Bernie Oca (La salle) Ms. Rosa Basas (Poveda) and Sis. Dina (ICA)


ICA was generous enough to have us use their impressive theatre-gym. The event was held last February 23, 2006. That night, there was a failed coup. The morning after, school was suspended and the nation is at a state of emergency.

Student Services vs. Academic Program

To see where school libraries fall in the organizational flow chart of a school is a more interesting matter to me as an accreditor than the services and programs that it provides the community. I often start not by reading the self survey report, but by reading the organizational flow chart. From here, I can draw conclusions at how the school values and percieves its school library. I always get an impression on the role of the school library in the translation of the school's VMG when I read it. Most often, the problems and low evaluation of school library services and programs spring forth from this management scheme.

So far, most of the schools I've been to for accreditation place their school librray under Students Services. A few school libraries belong to the Academic Program. What is the difference?

Let me first identify the services or departments under Student Services. These are, Guidance and Counseling, Food and Health Services, meaning the canteen and the clinic, Student Discipline and Student Activities which are clubs and non-acedemic offerings of the school. The library often finds itself in this group based on the belief that the primary clients of school libraries are students.

True. I could not argue more. But, when a library proclaims that it supports the total formation of the student and the achievement of academic exelence, the library is not solely a service department for students. Like it or not, school libraries dabble on academic functions much like any subject or content area department. Now this is the reason why there are a few librarians who report directly to the school principal or the academic coordinator.

As an accreditor, I respect the organizational chart. My next step is to go beyond the rules and confines of the flow chart and see how the library is providing services to teachers and students. Because, even as it is classified under Student Services, librarians must assume the role of a teacher to better services for students. I look into the basic programs that it offers, the collection's depth and breadth versus the population, and how the staff is maximized to attain departmemtal and school wide goals.

I asked my chairman one time about this issue and she was wise enough to tell me that as long as the school library functions fully well for the community it serves, it does not matter where it is categorized. I have my own beliefs much as I find wisdom in her words.

(To be continued...)

PBBY Website

The PBBY Website is taking form. I'm just as excited as everyone else in the board since an online resource on PBBY is long overdue. After 22 years of existence, it will soon go online - a move that will help build greater awareness to the cause and advocacy that PBBY has fought and campaigned for.

Liza Flores' web design is cool, neat and nice. For a sampling of her work, click here. It is still a work in progress and I have some comments to make regarding content. But as far as design goes, I'm pretty satisfied. Drop me a comment if you have something to contribute and suggest. I'd appreciate it since it's feedback from potential users of the website.

On another interesting note, as I was editing a PBBY project last night, I stumbled upon a familiar name in the original statutes of PBBY. It surprised me, really, to find her name and signature in the last page of the statutes. Linda Nietes turns out to be one of PBBY's founding members. I met her online a couple of months back in Filipino Librarians, a Google egroup for Filipino librarians, their friends and supporters of Philippine libraries in particular.

Small world it is.

Happy Birthday, Filipino Librarian!

Wonder where I've been? Just around. Check my personal blog for the details. Nothing controversial or serious, but nevertheless, interesting.

So I'm putting aside my PAASCU-related post to greet Von Totanes congratulations. His blog, Filipino Librarian turned one year last February 18. Hurrah! Hurrah! Hurrah!

Von's been successful at improving the image of librarians not only locally, but globally as well. His blog is a very effective medium to promote to the Philippines and to the world that librarians are dynamic professionals. Aside from this, his blog has given many readers, Filipinos particularly, new perspectives about the profession. His postings are not only informational but entertaining too. Because of this, he has earned the readership of Pinoy celebrity bloggers like Sassy Lawyer, MLQ III and Rickey Yaneza.

On a personal note, I will forever be grateful for Von because he gave me the inspiration to blog about school librarianship when I was stricken with the trepidation to do so. As I once posted in The Coffee Goddess, he is one of my four blogger idols. At that time, Scott of American Idol Season 4 landed a slot at the final four of the competition. When Von, read my post, he gave a comment. He was glad, but hoped that he was not the Scott among the four.

Well Von, should you blog hop this way of the blogosphere, I reassure you that there is no Scott in the list of my blogger idols, and each of you I hold with great respect. More power to you and God bless!

Evaluating Folktale for Children to Read

I came across this wonderful book on Children's Literature in the library of UP ILIS. It's written by Dianne Mitchell and as far as coverage is concerned, it is very comprehensive. Each genre of Children's Literature is identified - from realistic fiction to fantasy; concept books to biography. Add to that are the elements to evaluating a particular genre. Since I had a recent brush with a prominent publisher on folktale, I thought of posting the nature or characteristics that folk literature embody.

Folk literature reflect a people's culture and its perspective of the world.
1. It is a literature where a reader encounters the source of power in nature and in the world;
2. It contains a people's ethical codes and values;
3. Heroic images and roles of male and female are presented in folk literature;
4. It reveals how animals, nature and earth elements are regarded by a group of people or culture;
5. It offers the reader or listener assumptions about the world;
6. It is a source of wisdom;
7. It is a place of spirituality;
8. It reflects how a race or culture give importance to the accumulation of materials possession;
9. It emphasizes the beauty of the world, of music and movement.

If I may add the tenth -

10. Folk literature traces its origins in oral traditions. It is meant to be told and heard.

Should a folk tale find its way to the printed format, it should be something that is pleasing to the ear. I've encountered and read many folk tales that are very prosaic. I suppose these are not written for children. And that, the purpose of
publishing them is for posterity. Given these qualities of the folk literature, chidlren deserve to read and hear more of these kind that gives them insights to different world views and a rediscovery of their own culture.

Lesson Plan : Information Literacy using the Big 6 Model

Information Literacy Skills
Grade 6 (heterogenous)
February 10 – 13, 2006

I. Context
A. Objectives
1. Review of the Big 6 Model
2. Follow steps 1 – 5 as applied to a Reading project (Compare and Contrast, Venn Diagram of selected topics from grade level novel – The Watsons Go To Birmingham)
3. Use references in completing the Reading project
4. Cite sources used as references for the project

B. Topic
Day 1 – Review of Big 6 Model
Day 2 – Hands on activity – application of the Big 6 model to Reading project

C. Resources
Basic print references (encyclopedia, almanacs); biographies; online resources (big 6 website and online drills); PowerPoint Presentation; Computers

D. Time Frame
Two meetings – February 10 and 13, 2006

II. Learning Experience
A. Prelection
Solve the puzzle - Big 6 Puzzle
*Students do the puzzle online in 5 minutes.

B. Discussion
1. Library Teacher provides a review of the Big 6 Model - What are the six steps in the Big 6?
2. Individual work – students read the definition and the activities in each step - Further Reading on te Big 6
3. After reading, students answer the online quiz - Big 6 Online quiz

Group Work
• The class will be divided in 5 groups.
• Each group will have a topic to work on. The topic assigned to them is in preparation to the class’ Reading project.
• With the library teacher’s help, students identify the tasks to be done (step 1-2)
• Instructions (to complete step 3) :
a. Assign a leader, a secretary and reporter
b. Use the simplified Big 6 (Super 3) handout to guide you in completing steps 1-3 of the Big 6 Model
c. In your notebook, write your answers to the questions in the handout
d. After answering the questions, move to step 3 – Location and Access. Identify all the sources of information that you can use.

5. Library teacher recommends print and online sources for the project.

Day 2 – Continuation of Steps 4 – 5 / Hands on
*Reading teacher will facilitate on day 2.

C. Evaluation
Hand out of finished project and answers from group work will be graded.

III. Reflection
What problems and difficulties did you encounter working with your group mates?
How did you solve these problems?
How else can you use or apply the Big 6 Model?

IV. Action
Use of the Big 6 Model in other activities and assignment sin the content areas.


*This is a lesson plan following the Ignatian Pedagogical Paradigm as espoused by Jesuit basic education schools.

Kids Lit

I discovered that my blog was featured in Kids Lit. It's a blog maintained by Tasha Saecker, director of Caestecker Public Library of Wisconsin. She's got some good things to say about SLIA. Read it here.

You may also want to check out the website of the Caestecker Public Library. There is an engaging e-book about libraries. You can view it online or download for free.

Reading & Borrowing Graphic Novels

While we're still on the launching of our graphic novels collection, we've came up with guidelines to facilitate the reading and borrowing of graphic novels. They are for "room use" only but can be borrowed overnight.

Here’s how to get one!

1. Graphic Novels are available for Grades 5 to 7 students ONLY.
2. Graphic Novels can only be borrowed and read in the LRC during recess, lunch break, and after dismissal.
3. Library Card is needed in borrowing the graphic novels.
4. Ask the LRC Staff for a copy, sign the card, and leave your library card at the Circulation Desk.
5. After reading, return the book at the Circulation Desk and claim your library card.

Last February 6, 2006, Monday, our acquisitions librarian went to Fully Booked and Power Books and did some selecting. I saw the graphic novels for acquisition this morning and they're spankingly cool! I can't wait to review and read the Encyclopedia of Superheroes. It features the more popular DC Superheroes, their history and ultimate nemesis. Ah...the perks of being a school librarian!

Comics and Graphic Novels in the School Library

The GS Learning Resource Center, in collaboration with the Reading and Language Department, formally launched its graphic novels collection last Thursday and Friday, January 26-27, 2006 at the Angelo King Multi Purpose Center to grades 5, 6 and 7 students. The launching was a talk-and-demo program that lasted for, more or less, two hours.

Students in the intermediate level well surprisingly participative from start to finish. They asked sensible and interesting questions during the open forum and were receptive to the resource persons. They clapped at a novel idea or a fresh concept; laughed at the jokes and funny anecdotes; and showed appreciation and courtesy by behaving well enough during the whole program. The activity was, likewise, well received by teachers in Unit 3. Recognizing the importance of providing a variety of reading materials and well selected learning resources for grade school students, Mrs. Ditas Dairo, GS Principal, and Mrs. Estrelle Nabua, Asst. Principal for Unit 3, gave their all out support.

In their closing and opening remarks respectively, they emphasized the relevance of reading in this time and age of technology. Mrs. Dairo pointed out the role that teachers and librarians play in helping students become critical readers and users of information taken from books, graphic novels and other forms of media. She extended her gratitude to the guest speakers, Atty. Andrew Fornier (’97), lawyer and comic book collector, Mr. Dean Alfar, businessman and multi awarded writer, and Mr. Elbert Or, illustrator and comic book creator, for willingly accepting the school’s invitation. Their presence in the event makes them partners in the advocacy of modeling good reading habits. Indeed, without them, the launching would not have been successful. The GS LRC was fortunate that they accepted the request to speak among young boys about comics, reading and creating graphic novels. All three gentlemen generously shared their time despite their busy schedules.

Atty. Fornier could not help but feel lucky for this current crop of grade school students. The library did not have graphic novels and comic books (back then, there were some issues of Tin Tin and Lao Fu Tsu, but these were not enough to satiate his reading apetite) when he was still studying in Xavier School. Mr. Alfar and Mr. Or, collaborators in the production of Project Hero, Siglo Freedom and Siglo Passion, were impressed on the GS LRC’s brave decision to include comics and graphic novels in its collection.

It would be good to note that the whole experience was symbiotic. The intermediate students are just as blessed to learn from Atty. Fornier, a Xaverian, that his search for good stories led him to appreciate not only the written word, but the powerful ideas, new information, and the strength and flaws of human nature that are all found in the images and visual metaphors of graphic novels. If Mr. Alfar and Mr. Or were impressed, so were the students, faculty and staff who witnessed them in unleashing their honed talents in writing and illustrating. They presented new perspectives and possibilities that inspired the young and the old alike. It is never a one way street in endeavors such as this.

Updates on Information Literacy in the SEA Region

Some news and insights on the recent Information Literacy workshop I attended last January 31-31, 2006 at the Ateneo de Manila University. The questions are all mine.

Updates, Trends and Developments on Information Literacy
* Governments spend large sums of money on ICT infrastructure. Therefore, there is a parallel need to develop a base for the effective use of ICT. This need is one that led to becoming a wise information consumer and a self motivated lifelong learner.

* Development of IL best begins in the school level. It is imperative to exert greater efforts to teach information literacy skills in schools. School administrators (principals and school directors) play an important role in the advocacy for an IL culture in their learning community as they are the ones who have a direct hand on the improvement of the curriculum.

* The possible inclusion of IL in college courses, particularly, teacher training courses.

* A national plan to promote IL is necessary, likewise, the support of ministry/department of education.

* There are many IL models that can be used. From the South Asia experience, they came up with the Empowering 8; the IL guide which was the product of the South East Asia experience, the 8w's was used as an IL model. Currently, Xavier Grade School LRC is using the Big 6 Model.

Back to Xavier

Upon reading the IL guide and listening to the input provided by the guest consultants, I have the following questions and insights.

Insights
• IL is also a culture. As a culture, it begins with an awareness and understanding of IL. The IL culture develops through the process of acculturation.

• Teachers, librarians and school administrators model the IL culture best only if they recognize its importance in this age of ICT.

• If we are, as a learning community, concerned with how our students use technology and how they process, create and communicate information, we shall work on ways to better facilitate learning and instruction.

• IL is integrative and collaborative in nature.

• IL can work in manual and automated library environments.

On the ILSP

We have a working framework for IL via the ILSP and it is currently being implemented. The framework, however, necessitates evaluation. The evaluation of the ILSP should go beyond the time and schedule for class meetings. Areas to look into are- the integration process and teacher-librarian collaboration; a stand alone program or a philosophy that permeates the curriculum; impact to student learning; effects to library services and librarians implementing the program.

Some questions to consider -

Does the current IL model (Big 6) fit into the context and culture of XS?

How can IL help enhance the GS curriculum in light of UbD?

What is the depth and breadth of collaboration between teacher and librarian?

How can we describe the school administration's support to ILSP in particular?

Is the collaboration a shared responsibility? Or we still work in isolation?

Against the IL guide, how do we measure?

What is the GS LRC’s priority - library automation or improvement of ILSP?

As a department, is the GS LRC prepared for further integration of IL skills in the curriculum?

Graphic Novels in the Library

Wonder where I've been the past few days? I've been really busy with work, particularly, our graphics novel launching this month. Here is a picture of the first session. We invited an alumnus, Atty. Andrew Fornier ('96) and Elber Or from Nautilus Comics to talk to our boys about comics, what else?



Will blog more about the event and what we hope to do the following days with our graphic novels in the school library.

Children Reading Folktales

I was asked. So I gave some answers.

At what grade level are folktales being read and studied?

Folktales can be appreciated by readers of all ages. The truth about leveling and recommending reading materials for children to read and study is for purposes of order and organization. This is more for the use of adults working with children. Children have varying needs and interests. It is true that children go through stages of learning and development, but to offer and provide them with reading and learning materials only for their level is unfair. They do not deserve to be boxed or pegged in a hole. As a children's librarian, I believe that reading and learning children must be given options and choices.

As for the readership of folktales among children, it depends on the treatment of theme or subject matter and how the folktale was rewritten, adapted or originally done. Augie Rivera is the first to achieve writing an original folktale (correct me if I'm wrong).

His Alamat ng Ampalaya is an original. He conceptualized the whole story. He researched legends and folktales on the ampalaya and found none that was written on the sour veggie. Then again, since folktales are oral in roots and tradition, who am I, or who are we to claim of its originality. What matters is the rendering of the story. Is it fresh or clichéd? Stereotyped or evolutionary?

Using Ampalaya as an example, notice that the story is simply narrated and uses a sequential plot that young children can easily follow. The exposition begins with a community of veggies all happy and living in harmony. Then comes ampalaya, sprouting from somewhere one day but it was not explained why and how. No need to justify its sudden existence. Now ampalaya is entirely the opposite of all the nice, pleasant, fun loving and good-natured veggies. All of ampalaya's malice and envy led to his being the bitter fruit we all hate or love to eat. It was a result of his intent, a consequence of his actions that made him all bitter and shriveled.

Alamat ng Ampalaya is one folktale I always use as an example for preschool teachers and early primary grade teachers as a good read aloud story to share in class because of its simple rendition of a story - beginning, middle and end - its honesty, its drama, and its very Filipino flavor.

What subjects are 'taboo' in the elementary years? (death? broken families? sexuality?)

Again, only the adults think of taboo subjects. Children may appear to be vulnerable and incapable of facing such realities, but it is too often that adults are the ones afraid to expose them to such realities. I sometimes wonder if Tscriptwriterrs, MTV show producersmoviemakersrs, advertisers ever think of these taboo subjects that children may see and witness. I think that with reading, taboo subjects need not be avoided. Taboo subjects are part and parcel of life. Children, as they grow up will eventually experience death, loss, sexual awakening, separation, stress, bullying and all the stuff that Pandora unleashed.

Children's writers of fiction or non-fiction can at least respect the child reader. The book or story maybe about divorce or bullying but if it was written in a fashion that empowers the child to overcome his or her own inner obstacles, how can it be considered taboo? Or is the story written to help the child cope and enable him or her to become a better person? Are there events or instances in the story that empowers and enables the child reader? What insights, reflections and thought process can a child reader derive from the story?

For us in the business of teaching, writing and working for and with children, we still have a lot of inhibitions, concerns and issues to thresh out when it comes to taboo subjects and children's story writing. Regarding folktales, however, a reader must understand this genre of literature. Children MUST be instructed or taught of the different genres of literature - humor, horror, fantasy, romance, sci-fi, folk literature, realistic fiction, etc - to fully appreciate reading it. If this is impossible, at least, a frequent and repetitive exposure to such will help. Research on user needs analysis among children show that when they know and understand the genre of literature that they are reading, it results to better comprehension and better choices of reading materails.

Check out these titles of books and stories for children that deal on (taboo) issues - Papa's House, Mama's House on separation; Denie (Judy Blume) on masturbation; Forever (Judy Blume again) on sex and contraceptives; Sandosenang Sapatos (Luis Gatmaitan) on handicapped; Pambihirang Buhok ni Raquel (Gatmaitan) on lukemia; Xilef(Rivera) on dyslexia; Federico (Evasco) on down syndrome; War Makes Me Sad (Ordinario) on Muslim and Christian relations - oh, I could go on. For a betetr bibliography, I will post the list in my library blog about Filipiniana and foreign books for children that discuss issues and problems.

Read and Bloom

o_bloom poster
Originally uploaded by sumatra_woman.

Would you put this up in your library?

I work in a boys' school, so I'll just hang it up in my office wall. That's a Tolkien journal he's hugging!

Blogs as Visual Aids

I do not have a flash drive. I ran out of CDR's. I refuse to use a floppy 3 1/2 diskette. OHP transparencies are so out of fashion to use as visual aid in my LIS class. But, I have a blog.

My posts for January 13 and 14 are all about User Centered Information Design - my report in my grad school course LIS 267 - and I will use my blog to present my topic. Since we have computer and Internet access in the institute, I'm confident to show my blog to my classmates.

Here are links to my report -

Report Outline

User Centered ISD : Background

User Centered ISD As Process

Models of Information Needs


See how I utilize it as a visual aid. Isn't blogging wonderful?

Models of Information Needs

User Centered ISD as Process

User Centered ISD as Process (Bryce, 1996)

Step 1 – Identify a user group or population

Step 2 – Investigate the information needs of the user population (Needs Analysis)

Step 3 – Discover the task that users accomplish as they meet these information needs (Task Analysis)

Step 4 – Investigate the resource that users require to complete these task (Resource Analysis)

Step 5 – Summarize the preceding steps in user models (User Models)

Step 6 – Design augmentation and enabling (Usability - Design and Testing)

User Centered ISD : A Background

The user centered design to information systems begun from the availability of search technology for ‘novice’ end users. They outnumbered the experts.
-- Nahl (2005)

Information systems are communication systems.
-- Bryce (1996)

It is a *philosophy and a **process.
-- Katz-Haas (1998)

*the person or user of information is the core of the design

**focus on behavior and cognitive functions as user interacts w/ a system.

There is a 3rd P - ***purpose

***goals, objectives, needs and tasks of users.

User centered ISD looks into users' needs, tasks, goals and fucntions so that the information systems to be developed and designed are useful and usable.

User Centered Information System Design

I will be reporting on User Centered Information Systems Design on Saturday. To start with, I have the following objectives and presentation plans.

LIS 267- Class Reporting / January 14, 2006

Topic: User Centered Information System Design

Coverage: This report looks into the user centered approach as a paradigm for designing information systems. It focuses on the background of User Centered Information System Design (ISD); the components that make up a User Centered ISD and the relationship of these components in a User Centered ISD. This will be followed by the different information needs of users namely, the cognitive model, the social model and the organizational model, and how these affect the interaction of users to an information system. The remaining topics on design directions, and implications of expressed information needs on information systems will be taken up afterwards.

Objectives:
1. To be cognizant of the User Centered approach to information systems design;
2. To develop an awareness of the components that make up a User Centered ISD;
3. To understand the models of information needs, its relevance and how these models affect a user’s interaction with an information system.

Report Outline
I. Part 1 – User Centered Information System Design
A. Background
1. Nahl (2005)
2. Katz-Haas (1998)
3. Bryce (1996)
B. Components of a User Centered ISD
1. Needs Analysis
2. Task Analysis
3. Resource Analysis
4. User Models
5. Design for Usability (includes testing for usability)
C. User Centered Design : A Process

 Break / Activity (?) 

II. Part 2 – Models of Information Needs of Users
A. Individual and Social Variables
B. The Cognitive Model
C. The Social Model
D. The Organizational Model

References:
Allen, Bryce. Information tasks : toward a user-centered approach to information
systems. US : Lightning Source, 1996
The New Paradigm Establishes Itself
http://www2.hawaii.edu/~nahl/
User Centered Design
http://www.stcsig.org/usability/topics/articles/ucd%20_web_devel.html

Blogs as Resource Tools

Since I have begun going back to garduate school this semester, I have set up another blog for my LIS 261 class under Dean Faderon of the Institute of Library and Information Science, in UP Diliman. This blog is my online learning portfolio, one of the many requirements of the course.

I keep notes and write my daily reflections in a notebook, but blogs fascinate me so much. For one thing, I know I have information to share and I want it available online for easy access. Blogger has not dissappointed me yet. Second, I depend so much on the Internet these days that I keep my links for the course in that blog. And lastly, I am experimenting on the potential of blogging as a personal resource tool.

I have always thought that this medium, a blog, is a means to communicate. I still have to see how far it will get me in organizing my web resources. The XS GS LRC blog that I created last year is a collaborative blog for the purpose of current awareness services (CAS) and specific dissemination of information (SDI). It has not taken flight yet. There are factors that impede its latency. In general, technology is not just about gadgets. The human component plays a great part on its success or failure.

Haloscan commenting and trackback have been added to this blog.

Book Launching : A Social Event for School Librarians

School librarians need not confine themselves in the four corners of the school library. Seize the opportunity to go out, meet different people from different disciplines and socialize because it is a learning experience in itself. Chances are, you'll get to meet people who can help you in your work. Your sphere of network widens as well as your perspective of the world.

Aside from attendance to seminars, workshops and professional fellowships, a book launch is also an event for learning and socialization.

Last night, in the Tahanana Book Launching, I met Isabel Kenny. She is a writer, producer and lecturer at the Ateneo De Manila University. Come February, she will conduct a workshop on script writing. I gave her my contact numbers since we have people in the library who are into production and it is a big help if they attend workshops. Teachers in my school are also doing video productions as instructional materials. They may also be interested to further their skills in script writing. Our high school students produce short videos as requirements for their Media Ed and Computer class. They may want to meet an expert in content development, like a script writer.

Through linkage the school library can help its clients, both primary (students) and secondary (teachers)clients. The school library can inform the community of such events, thus, contributing to the teaching and learning process.

Also, Isabel has several projects on visual literacy. If she is around by September of 2006, we'll invite her as speaker for International Literacy Week.

Put aside the networking possibilities I pointed out, book launchings are places where school librarians can get good discounts and touch base with publishers and writers. By engaging in conversations, the school librarian can feedback reading habits, behaviors and interests of child readers as well as the current state of the school's curricula. And believe me, writers and publishers crave the information we have in our possession.

Writers write the book. Illustrators draw. The publishers put it all together. School librarians promote the book and the reading culture.

Book Launch : Barefoot In Fire

Tahanan Books sent the invite for the launching of Ms. Barbara Gamboa-Lewis's book for young adults, Barefoot in Fire : A World War II Childhood.



This is Tahanan's second launching of a historical fiction novel for young adult (13 - 24) readers since November 2005.

I missed attending the first one so I will go this time around. I rarely meet (my own kind) school librarians in book launchings. Either they were not invited or they do not go to book launchings at all. I'll enumerate the advantages on my next post, unless, I finish the article on the Systems Development Cycle vis-avis library automation first.

Child Friendly Integrated Systems

This morning, in my MA class, I pointed out the scarcity of Integrated Systems that are designed for children's use. Let me rephrase that. I am actually in search of an Integrated System that is child friendly - one that children can actually use independently. This ellicited some response from the class that got me thinking until after we're dismissed.

One of my classmates pointed out that an Integrated System (IS) is made up of several modules (as if I do know) and that, if there is one module that children are concerned with using, it is the OPAC. It is therefore important that children are instructed on how to use it. This well meaning classmate of mine went into explaining the need for library orientation and library skills instruction. All good points. Clap, clap, clap.

If you are a school librarian, however, the librray services you provide and the programs you manage must be centered on children's needs, learning behavior, reading habits and interests. The services and programs that you offer the child-client must meet their developmental and curricular needs. This is what children's library service is all about. How can a school librarian teach the use of OPAC to kids when the librarian used a very academic approach (vocabulary control, included) in cataloging? One IS may be very good, but its interface is not child friendly. There can be an IS running on a sophisticated platform, but its infrastructure and design may not be suitable for young learners.

If such is the case, only the library staff benefit from available and commercial IS used by most Philippine school libraries. Now this is just my hypothesis. It would be interesting to do a research and find out how child friendly the IS that automated school libraries subscribe to. The Internet is another Frankenstien to contend with. My answer to that is Information Literacy Skills Instruction.

As for library instruction, it does not end with library orientation. It is best integrated with a content area as children go up the grades. They learn skills and concepts in the different subjects and they apply these learning outside the four walls of the classroom. The library is one place where they can extend their learning, aside from the fact that in using libraries, they make their own choices, construct their own meanings and make sense of their knowledge through the resources, print, AV and online, available in the library. The library is where students can become lifelong learners (ha! I got it right this time Anansi Girl!)and independent seekers of information.

Library instruction or Information Literacy Skills instruction begins as early as Nursery and carried on until high school. By college, they are ready for life.

Now, some of what I postulated are happening and are possible. Most are not. My concerns are valid (as attested by my professor), but I think, it is about time to develop readings and literature on children's library services in the Philippines. For systems designers, I give you this challenge: design an Integrated Systems that children can use. Because you see, children are capable of learning on their own.

In Honor of Larry Alcala

The Philippine Board on Books for Young People (PBBY) is now accepting entries for the 2006 PBBY Alcala Prize. The contest is co-sponsored by the Cultural Center of the Philippines (CCP) and The National Library. The winner will be given a cash prize of P25,000.00, a gold medal, and an opportunity to be published with the help of the PBBY. Prizes will be awarded in an appropriate ceremony to be held during the celebration of National Children's Book Day on July 18, 2006.

Contest Rules:

1. The contest is open to all Filipino citizens except those who are related to any PBBY members up to the third degree of consanguinity.

2. Entries must be based on any of the three winning stories: Can You See (What Buboy Sees)? by Marielle Nadal; Tonyong Turo by J. Dennis Teodosio; and, Rosario and the Stories by Ian Rosales Casocot. Copies of the story may be requested from the PBBY Secretariat.

3. All entries must be original unpublished illustrations that have not won in any previous contest.

4. All entries must consist of three (3) illustrations that are of the same size and medium.

5. A contestant may send in more than one (1) entry.

6. Each entry must be signed by a pen name only, preferably on a small piece of paper pasted on the back of each artwork. Entries with a signature or any identifying marks are automatically disqualified.

7. Together with each entry, contestants must submit a separate envelope, on the face of which only the pen name of the contestant shall appear. The envelope must contain the contestant's full name, address, contact numbers, short description of background, and notarized certification vouching for the originality of the entry and for the freedom of the organizers from any liability arising from the infringement of copyright in case of publication.

8. All entries must be sent to the PBBY Secretariat, c/o Adarna House, Room 201, JGS Bldg., 30 Scout Tuazon St., Quezon City by March 4, 2006.

9. Winners will be announced no later than March 25, 2006. Non-winning entries must be claimed no later than April 29, 2006, after which they will no longer be the responsibility of the organizers.

For more details, interested parties may contact the Philippine Board on Books for Young People, at Room 102, JGS Building, 30 Scout Tuazon St., Quezon City.

Telefax 372-3548, or email pbby(at)adarna(dot)com(dot)ph.

Legend of the Chinese Zodiac

There are 12 animals in the Chinese Zodiac namely; Rat, Ox, Tiger, Rabbit, Rooster, Horse, Monkey, Snake, Dog, Dragon, Goat and Pig. Legends abound on its origin and so one story goes that Buddha held a race for all the animals. The first twelve that reached the finish line were given a year each named after them in the Chinese Zodiac. Each year moves in cycles of natural elements like earth, wood, fire, water and metal. 2006 is year of the Fire Dog.

Now why isn't there any year of the Cat? Do cats portend bad luck particularly the black ones? Or they are too full of themselves that joining the race is beyond them?

Ed Young provides an interesting answer in his book The Cat and The Rat, as well as a viable reason why cats and rats hated each other so much. Because, you see, they were such good friends along time ago.



The book is a good read aloud for primary to upper primary levels (garde 1 - 3) and a perfect story to celebrate Chinese New Year. The illustrations lend a mysterious mood to the story, thus, holding the reader's or listener's interest.

Cool Change

How do you like my 3-column template? The design is courtesy of Caz. Her templates are easy to use and alter so if you want to check out other designs by her, go here.

I've been aching for a change in blog templates since November, but I thought that 2006 is a better time to do so. The links and content remain. I will, however, make changes soon as I've begun organizing and categorizing posts and entries of 2005. Next on my list of to do's for this blog would be a back up file or database.

Haloscan commenting and trackback have been added to this blog.

The Reading Librarian

Do you read? For librarians, I believe it is a must. It is sad if you're an excellent cataloger and you could not even squeeze a wee bit time for some pleasurable and leisurely reading. Not to brag, but aside from the required reading in graduate school and the daily newspaper, I have read more books in 2005 than in
2004. Here is how I fared:

1. Meditations on Middle Earth edited by Karen Haber
2. Almost Married by Tara Ft Sering
3. Zorro by Isabel Allende
4. South of the Border East of the Sun by Haruki Murakami
5. The Borgia Bride by Jeanne Kalogridis
6. Memoirs of a Geisha by Arthur Golden
7. How to be a writer (drat...I forgot the author! Sorry.)
8. Reconnaisance by Tara Ft Sering
9. Siglo: Freedom edited by Dean Francis Alfar
10. Stardust by Neil Gaiman
11. Ink Heart by Cornelia Funke
12. Forever by Judy Blume
13. HP 6 by JK Rowling
14. Eleven Minutes by Paolo Coelho
15. Anansi Boys by Neil Gaiman
16. City of the Beast by Isabel Allende
17. Ngalang Pinoy by Neni SR Cruz
18. Elias and His Trees by Augie Rivera
19. Siglo Passion edited by Dean Alfar
20. Philippine Speculative Fiction Vol. 1 edited by Dean Alfar
21. Ten Poems to Open your Heart by Roger Housden
22. 12 Little Things by Alexander Lacson
23. Jonathan Strange & Mr. Norrell by Susana Clark
24. The Leadership Secrets of Jesus by Mike Murdock
25. Dolores Claiborne by Stephen King

I won't be making a reading list for 2006, but I hope to double the number of books read. Desperaux, Dragon Rider, The Pendragon Chronicles and The Hobbit are still in my waiting list. Cheers to another year of reading pleasure!

Best of SLIA 2005 : Posts & Entries

I've categorized the posts and entries I wrote last year in five divisions. These are Philippine Librarianship, Technology and IT Integration, Reading & Literacy Advocay, Events & Book Reviews and Information Literacy. The entries very well describe the route that this blog has taken and what will its direction be in 2006. Honestly, I have not seriously thought about it yet. Although a redesign is in the works, I still have to evaluate my content.

Drop me a comment. I appreciate feedback.

Philippine School Librarianship
Proud to be Librarian
Orientation Thoughts
Helping Out
Schools of Thought
Shy Librarians
Why Libraries? Why Not
As a Children's and YA Librarian
Bags of Books
Librarians are Missing Ingredient

Technology and IT Integration
IT Integration
Tech BYtes
Teens & Tech
Online Newspapers
Website Evaluation Criteria
Basic or Beyond
Web Resources for Teachers & Parents

Reading & Literacy Advocacy
Time to Read
Author Visit Program
International Literacy Week
Graphic Novels
Teacher-Writer
Going Graphic
Filipiniana for Children: The Special & Handicapped

Events and Book Reviews
NCBD 2005
Books I own and Love
26th Manila International Bookfair
Filipino Writer.Com
Animalaya
Zara's Zoo
Salanga 2006
Christmas Reading List
Para sa Pinoy na Mabook


Information Literacy
Insights
More Insights
Role of Librarian

100th Blog in Pinoy Top Blogs

Filipino Librarian asked his readers how can life be measured. I say, in cups of coffee. And of course, (measure your life) in love.

Well, as far as blogging is concerned, Pinoy Top Blogs measures my blogging life. My blog is ranked as the 100th blog for today (or month), December 31, 2005. I must be doing something right.

Happy New Year to all!

2006 is Year of the Fire Dog

Lilian Too will be launching her Feng Shui book on January 15, 2006. Know what the year of the Fire Dog has to offer each year of the Chinese Zodiac. Now I got this info from my mail today. It is sort of a personal mail, but if you're interested, why not contact Anvil Publishing. You may also check their webiste.

Best of SLIA 2005 : SERIES

2005 is about to close and I can't help but remember the year I begun blogging about school librarianship. I am very sentimental so I'm going to do a recap of "best posts" for the year 2005 for the next few days. It is dual in purpose, of course. The posts I've culled together are the ones that have relevance to school librraianship. These are the kind of posts that I would want to keep for future references. And boy, I have been productive!

Let me start with the 'series' post. These are post in three - parts that I wrote from May until September of 2005, except for Yan Ang Pinay Series which I plan to do it on a regular basis. Read on and do not refuse the invittaion ot go down memory lane. When we remember events and people in our lives, somehow, we see a better picture or a new perspective to life. Enjoy!

Series Posts

Promotions & Marketing STrategies for School Librraies
Bridging Gaps
Buidling Bridges
Bridge Under Construction

IASL Conference
Blogging in HKU
IASL Conference 2005
IASL Conference 2005 A Continuation
Echoes From Hong Kongm

Useless Issue
Useless Librarians
Useless Again
Schools of Thought

IMAGE of Librarians
Part 1
Part 2
Part 3

Book & Library Month
Parents' Role Part 1
Reading Culture Part 2
Genuine Love for Books & Reading Part 3

YAP Series
Filipina in Children's Literature
Buhok ni Lola
Uuwi na ang Nanay kong si Darna
Bruhaha-Bruhihi
Rosang Taba

Book Review Blog for the Reading Filipino

There are plenty of interesting and worthwhile discoveries I make every so often in the Internet and the blogosphere. I came across this impressive blog for the reading Filipino. This blog is a book review blog aptly named as Pinoy Book Reviews Para sa Pinoy na Ma-book . Then again, it is more than a blog. It is a "local-based electronic magazine dedicated to Filipino book lovers. The site provides reviews, commentaries and feature articles about local and foreign books, magazines and graphic novels".

It has very noble objectives focused on "building a connection between local authors and readers; encouraging readers to voice out their opinions on the books they've read; and establishing a stable online community for Filipino book lovers and readers".

Pinoy Book Reviews also offers plenty of links for the reading Pinoy. I was glad to find KUTING's old website there and websites of Adarna Books and Anvil Publishing. There is also a space for bookstores with websites. NBS, Goodwill, Fully Booked are just a few of the Philippine based bookstores linked in the site.

What is the relevance of this blog/e-zine to Filipino Librarians then? For one, librarians can check the site for current news on book launchings and books available in the market. It is another
source of information for book acquisition that presents Filipiniana materials as well. Second, the book reviews featured every issue undergo editing so librarians can actually disseminate and share this with their clients and users. Third, as librarians are involved in the "book business", they might as well contribute to the blog or e-zine by sending a list of books with reviews or anotations. For this purpose, I encourage you to check its FAQ and contribution guidelines.

I can say that the people behind Pinoy Book Reviews are friendly to librarians. Aside from yours truly Filipino Librarian is also linked in the site.

With the Internet and blogging technology, people from different disciplines can collaborate and work together.

Merry Christmas!

Peace to all! Goodwill to humanity!

Back Up Your Blog!

Once again, Sassy Lawyer has taught us (bloggers) another important lesson. Back up your blog entries.

While Sassy has the resources and the people to help her with, I am begining to think of precautionary measures to save important posts myself. I could not clearly afford a database for my blogs for now, but there must be a way to save the ones worthy of keeping for posterity or perfunction. The volume of my entries is still small. I can only think of copying them in a CD.

Maybe you have a better idea? Do share. Please.

Christmas Reading List

If you're a regular reader of my blog, you'd know that I've started a monthly reading list of Filipiniana for kids. This month, since it is December, I'm shelving my recommendations of Filipiniana books for kids until next month (January 2006) to make way for some Christmas books instead. Look out for these titles as they can be enjoyed by the young and the young at heart this season.

1. A Christmas Carol by Charles Dickens
2. The Grinch Who Stole Christmas by Dr. Suess
3. A Nightmare Before Christmas by Tim Burton
4. Bertday ni Jesus Bukas by Alberta Angeles
5. 12 Kwentong Pamasko by Rene Villanueva

And my special pick for the season is Barbara Robinson's The Best Christmas Pageant Ever. The book is suitable for readers age 9 - 12 in aspects of content and readability. Judith Gwyn Brown renders a playful illustration in black and white.

It is only seven chapters long, but the humor and the hilarity of celebrating Christmas with a pageant led by misfits and orphaned kids is enough to make this book a delightful read. A perceptive reader will easily understand why, despite the imperfections of the Herdman siblings who play Mary, Joseph, the Wise Men and the Christmas Angel, this Nativity play is the most unforgetable yet.

The book was published in 1972 by Tyndale House Publishers.

School Library Links

Surprise! Surprise! I got linked again.

- IUPUI School of Library & Information Sciences - The School Library Media Specialist

Christmas is for Children

Cheers to kids this holiday season! Below is the press release of the Alitaptap Storytelling Contest for Kids.

It was an enjoyable and exciting Sunday last December 11 during the search for this year’s best kid storytellers at The National Library Auditorium. Parents, teachers and children were treated to a whole afternoon of storytelling at the 11th Annual Alitaptap Children’s Storytelling Competition 2005.

Iñigo Paulo Hernandez Untalan, grade 6 at PAREF Northfield School for Boys, is this year’s champion for Senior Category (grades 4-6) for his interpretation of Nemo: Ang Batang Papel. Veronica Cynthia Ko Millado, a grade 1 student at School of St. Anthony bagged first place in Level 1 (Grades 1-3) for telling Si Nonoy Banoy.

The second and third place winners in the senior category were both from Colegio San Agustin. Second placer Alyssa Sarapuddin Ismael, grade 5 told Ang Binibining Tumalo Sa Hari, and Third placer Maria Selina Peralta Dagdat, grade 6 told Ang Prinsipeng Mahabo ang Ilong.

For the junior category, another student from Colegio San Austin, Isabel Bianca Fule, grade 1 won second place for her rendition of Nemo: Ang Batang Papel. Grade 2 student at Claret School of QC, Noel Christoffer Lorenzo Ochoa Lazaro got third place for telling Ang Bisikleta Ni Momon.

Organized by Alitaptap Storytellers Philippines and The National Library, this year’s competition was participated in by a total of 40 students from different elementary schools in Metro Manila, Pampanga, Laguna, and Batangas.
Storytelling

Alitaptap Storytellers Philippines’ aims to propagate book-based performance storytelling in schools, libraries, and other public performance venues to convey to as many kids the joy of reading stories and pride of knowing stories authored by Filipino writers.

(Please ask for better photo quality of pics below if you wish to print them. Resolution has been reduced for easy downloading in your pc - 45 seconds)


Ali 2005 Sr
Finalists

Winners Inigo Paulo, Alyssa, and Maria Selina (center)
with the other nine finalistsin the senior category.


Ali 2005 Jr
Finalists

Junior finalists with winners Isabel Bianca, Christoffer,
and Veronica (fourth, fifth, sixth from left respectively)

Going Graphic : Graphic Novels in the Library

This is an article I wrote for the school web site. Much of the information was taken from past entries. I just want to preserve it in an online format.

Early this school year, the GS LRC thought of acquiring comic books. You read it right. Comic books.

This is a bold step for a school library considering the very traditional perception people hold on libraries in general. But, the GS LRC is not made from the conventional mould. Put aside its issues on library automation, the GS LRC boasts of a rich, up dated and well balanced print collection. It provides books and print materials that cater to its readers’ varied reading interests and different reading levels. Aside from supporting the curricular offering of the school through its collection, it also strives to encourage students to read for fun and recreation. Reading is, after all, not entirely a perfunctory endeavor.

Comic books or graphic novels are in trend these days because current research shows that it is an effective tool to motivate children to read. In a highly graphic world, comic books help young learners understand visual representations in a highly graphic environment. It presents these advantages for the child who is still learning to be (Lavin, 2000).

Assist Poor Readers. Comics and graphic novels are excellent tools for use with children and young adults with poor reading skills.

Connect with Visual Learners. As educators become increasingly aware of the importance of different learning styles, it is clear that comic books can be a powerful tool for reaching visual learners.

Develop Strong Language Arts Skills. Several studies have shown that students who read comic books regularly have better vocabularies and are more likely to read above grade-level.

Encourage Unmotivated and "Dormant" Readers. Teachers often use non-book materials to encourage reading. Comic books are an ideal medium to spark interest, equate reading with enjoyment, and develop the reading habit.

When building a Graphic Novels collection, there are policies to consider in selecting the ones that are appropriate to the needs and nature of growing children. It is vital that librarians collaborate with subject area coordinators and reading teachers in determining the graphic novels to acquire. Teachers and librarians must work together to create learning experiences that will merit the children’s reading of such materials.

Expanding Horizons

The recent author visit program held last Friday, December 2, 2005 at 2.30 p.m. in the GS LRC Storytelling Area is one example of this collaboration and learning experience. The GS LRC invited Dean Alfar and his better half, Nikki Alfar, for a session on graphic novels. Selected clubs from grade 5, 6 and 7 were the audience that afternoon. It was an interesting session, as well as enlightening.

Dean Alfar is a fictionist, playwright, businessman and comic book creator. He has eight Palanca Awards to his name, one of which is a recent award given for his novel, Salamanca. Nikki, on the other hand won the third prize for children’s fiction for her story, Menggay’s Magical Chicken this year

The guest writers presented a brief but comprehensive history of graphic novels; the different kinds and variety available in the market; the relevance of comic books in Philippine culture and the arts; and the hard work that writers and artists put into the process of creating a graphic novel. At the end of the session, the boys understood that the whole process is one that requires a lot of creativity, patience and perseverance. Dean and Nikki emphasized that above all the technical and production value, what matters is a good and well written story.

A graphic novel is a means to tell a story. The writer and the artist work closely together to achieve wholeness to the concept. It takes two to tango, so they say. In creating graphic novels, the writer and the artist must dance to the same beat with the guidance and the supervision of an effective editor who clearly sees the big picture.

Role Models

Winning literary awards left and right is just icing on their cake. They are real people, like you and me who lead normal lives. But two things set them apart from their contemporaries. They are willing to share their skills on writing to children and their genuine love for books and reading. Dean has these tips for the aspiring writer, artist and comic book creator.

1. Read
2. Read more and TAKE NOTES (my caps)
3. Know your grammar, master the words
4. Know the rules before you break them
5. Be prolific - produce consistently
6. Do not fall in love (with your work)
7. Expand your horizons
8. Be inventive
9. Join competitions, seminars and workshops
10. Keep a workbook, a journal or a blog


Aside from this, the Alfars are advocates in creating quality *grafiction that will eventually lead to raising the bar of comic books production in the Philippines. And they have been successful so far. Their grafiction, Siglo : Freedom won the critics approval. It was awarded by the Manila Critics’ Circle as Best Comic Book of 2004. Last Decemeber 10, 2005, Siglo : Passion, along with an anthology (Philippine Speculative Fiction vol. 1) and a comic book for younger readers (Project Hero) was launched in Fully Booked Greenhills. All are available in local bookstores in Metro Manila.

I was glad to have attended the launching last week. I did get good discounts, but the highlight of the evening for me was meeting three Xaverians, Andrew Drilon, Sean Uy and Joel Chua who contributed their story and art to Siglo:Passion, Philippine Speculative Fiction and Project Hero.

Come Januaray, the GS LRC, in coordination and collaboration with the Reading & Language Arts Dept. will launch its graphic novel collection. We may have our own preconceived knowledge on comic books. Some are good. Some may be otherwise. But as long as there are teachers, librarians, writers and artists, people who care enough to provide children with the literature that they will enjoy and learn from, half the battle for the campaign for a reading culture is already won.

Winners of the 2006 Salanga Prize

Congratulations to the winners!

For the 2006 PBBY-Salanga Prize, The Philippine Board on Books for Young People awards honorable mention to three authors: Ian Casocot(Rosario and Her Stories), J. Dennis Teodosio (Tonyong Turo), and Marielle Nadal (Can you see?). No grand prize was awarded this year.

The three winners shall be awarded cash and certificates from the National Library and the Cultural Center of the Philippines at the National Children's Book Day (NCBD) celebration in July 2006 to be held at the CCP.

Aside from being multi-awarded and well-published, Casocot maintains a website on Filipino writings and literary criticism. Like Casocot, Teodosio has also bagged many awards for his writing, including those for Best Screenplay at the Don Carlos Palanca Memorial Awards for Literature. Marielle Nadal, on the other hand, is a graphic ar

Zara's Zoo : A Picture Book

Working in a school library offers a lot of perks. One of these would be the privilege to read books for acquisition first hand. I'm very good friends with our acquisition librarian and our cataloger too, so my frequent trips to our technical section often lead me to "book talks" with them. And eventually, since I do the PR work, I get to read the books that the library will be releasing for circulation.

The relationship is symbiotic. My involvement with the PBBY and KUTING works to an advantage. Our school library gets to know the current crop of Philippine Literature for children available in the market. Since NCBD is a long seven months away, I recommend foreign titles instead. I've echoed the availability of Funke's Ink Spell and the 12th book in the Series of Unfortunate Events to my colleagues. It will only take a few weeks before we buy it.

I'm preparing a list to recommend for next school year's acquisition and I will include Augie Rivera's gift.



For obvious reasons you may think, but as the old saying goes, do not judge the book by its title, er, cover. Written and illustrated by Irene Sibley, Zara's Zoo is a picture book for readers age 3 to 93. The strength of the book is anchored on the concept of an abcedaria of fantastic animals thriving in Zara's zoo. The zoo is in a place so wonderful that even the reader can easily visit. That is, if you're imagination is that of a child. If realism has not pinned you to the ground yet, you'll be able to suspend your disbelief and wonder as Zara wanders at the make believe animals she takes care of.

The illustration provides legs to this simple but delightful book. To the child reader, it is a book meant to be enjoyed. To the adult reader like you and me, the book is an invitation to relive that child-like sensibility we've lost somehow while growing up.



Sibley, Irena. Zara's Zoo. Melbourne : Lothian Books, 2001

Book Reviews by Libraries and Librarians

Ivan Chew sent word about book blog partners. To know more about what this partnership entail, visit High Browse Online

I already posted a comment in Ivan's blog. If you have a blog where you post book reviews or library blog that has book reviews to share, check the links and know more about this bit of interesting news.

Linked and Blogged

Oh please. Allow me to brag a little. After all, I am a senior teacher in my school and a seasoned librarian (according to the standards of some).

Check these sites!

The Information Literacy Land of Confusion

Skólasöfn

Getting linked and blogged is a motivation to do better. It is also a good pat on the back. The timing couldn't have been better.

Book and Library Month (3 of 3) : A Genuine Love for Books & Reading

This three part post has deviated from my original intent of writing about reading campaign initiatives that begin at home, followed up in school through reading and library programs and spread into local and national policies. Turns out that I need to do more research. No matter. I will end this post with a topic that still hammers on this year's Book Month theme.

I have written a lot about Author Visits in this blog. I have encouraged many a school librarian to invite writers and illustrators in their schools and libraries to interact with children. The experience is beneficial for both visitor, writer or illustrator, and child.

For the writer or illustrator, it is PR and knowing the audience he is writing for. For the child audience, it is a learning experience that models literacy skills and a genuine love for books and reading. Since we're big on developing a reading culture, we have to work hard to acculturate our children into the reading habit. The school library is just one venue. The school librarian is one able agent to promote the reading culture. The Author Visit, only one of the many techniques to achieve this goal of fostering a reading culture.

However, such programs must be evaluated in all its aspects. Its impact to a student centered philosophy of learning must be identified. Its relevance to curricular offerings should be defined. It is important that tools for assessment on library programs and activities are present. How else can management and the school administration take school libraries seriously if evaluation of its policies and programs is not done and communicated? Evaluation allows us to improve and learn in the process. Librarians must realize though, that such programs and activities are similar to planting trees. The investment in time and effort will be reaped years after the seeds are planted.

I still have to hear an alumnus talk about the unforgettable activities he had in his school library and the learning he gained from his school librarian.

Let me wrap this up with the recent visit of the awesome Alfars, Dean and Nikki, to Xavier School Grade School Library. We invited them to talk about graphic novels and the process involved in its creation. As writers and creators of grafiction, this husband and wife team was at their element. It was Dean's first foray to talk among elementary boys and he was excellent. His presentation is complete and simple enough for 11 - 13 year old boys to appreciate.



Dean started off with a history of comics in the Philippines. Comics peaked in the Philippines with the American occupation, but in time, the Filipino's creativity and culture were reflected on the issues produced by its creators and publishers. The long and short of it, comics is a medium where we can express our unique art and rich cultural heritage. It is an avenue to showcase the Filipino talent, ingenuity and imagination. Dean and Nikki, along with their friends in the business, do just that but they raise the bar a notch higher. Come to the launching of Siglo Passion and see for yourself. Project Hero, a graphic novel for younger readers will share the limelight with Passion, as well as Dean's anthology of Philippine Speculative Fiction volume 1. The event will be on December 10, 2005 at Fully Booked Greenhills.

Many writers of today were influenced by comics. There are movies and TV shows inspired by comics. This is possible, not only because stories in comics and graphic novels are pop culture fodder. It happens because of the process by which comics are made. Dean and Nikki revealed (in an interview) that in the early stages of a comic book's conceptualization, a script is written. Think Panday and Carlo J. Caparas. Spiderman and Stan Lee. There was the comic book. There was the movie. There stands the writer.

In the scheme of things, artists and illustrators merge and collaborate to create it. Unlike story books for children where illustrations follow after story writing, writer and artist work as a team to shape the novel. This is necessary since word and visuals must be married to achieve a wholeness to the concept. And it is a lot of hardwork for the editor. For Dean, whose advocacy is the creation and readership of grafiction, the time and the effort is all worth it.

For fans of graphic novels who also dream of one day creating one, Dean recommends the following:

1. Read
2. Read more and TAKE NOTES (my caps)
3. Know your grammar, master the words
4. Know the rules before you break them
5. Be prolific - produce consistently
6. Do not fall in love (with your work)
7. Expand your horizons
8. Be inventive
9. Join competitions, seminars and workshops
10. Keep a workbook, a journal or a blog

Take it from the Alfars whose genuine love for books and reading make them life long learners worthy of emulating.

Librarian Trading Cards!

Is this cool? Or is this cool?

Elias Dakila Storywriting Competition

Elias Dakila Competition for Children's Storywriting on Environment
and Culture Contest Rules

1. The Elias Dakila Competition for Children's Storywriting on Environment and Culture is open to all Filipinos.

2. Entries must not have been previously published, and all entrants must warrant the
originality of their submitted entries.

3. Writers may submit only one entry, in English or Filipino, which shall be of 800 words or less. Entries that exceed this limit shall automatically be disqualified.

4. The objective of this contest is to come out with interesting, original and uplifting stories celebrating the environment and/or culture of the Philippines. Each entry must be based on, or inspired by the contest piece below, an illustration specially rendered for the contest by INK member Sergio Bumatay III.

5. The story must be suitable for a 32- to 36- page read-aloud book.

6. Entries shall be evaluated based on the following criteria:
• Relevance to Environmental/Cultural Theme (30%)
• Character Development (30%)
• Quality of Writing & Suitability for 6 to 8 year old children (30%)
• X-Factor (Judges' discretion) (10%)

7. CANVAS shall shortlist the five to ten best stories from which a panel of judges shall collectively choose the final winner. If the judges cannot come to a
consensus on the winner, they shall take a vote and the entry that gains the most
number of votes shall be declared the winner. Judges shall not see the entrant's name until winner is chosen.

8. Entries must be submitted by email, as a Microsoft Word
attachment, to canvas.ph@gmail.com with the subject heading ELIAS DAKILA STORY COMPETITION. Entrants must include a cover sheet with their name, mailing and email
address, and telephone number. Only the story title should appear on all pages of the
entry.

9. The deadline for submission of entries is 5:00 p.m. (Manila time), 31 January 2006. Entries received after the deadline, even if sent earlier, will no longer be considered for the competition.

10. CANVAS and INK shall not be responsible for entries which are not received, or which are received after the deadline, due to technical failure or for any other reason whatsoever.

11. By submitting an entry, all entrants thereby agree to authorize CANVAS and INK to post such entries on its website, as they deem fit, and free from any payments, royalties or fees whatsoever.

12. There shall be only one winner, who shall receive a cash prize of PhP 25,000.00 for his/her entry. The winner shall be responsible for all applicable taxes.

13. There is no guaranty of publication, but the winning writer shall also be entitled to five (5) free copies in the event of publication.

14. The winner shall grant and transfer to CANVAS all intellectual property and publication rights to the story, including any translations, adaptations or modifications thereto. It is therefore understood that the cash prize to be awarded to the winner shall include consideration of such intellectual property and publication rights to the story, and the writer shall not be entitled to any other royalties or fees from earnings, if any, that may result from future publication of, licensing of, or other transactions on the same.

15. CANVAS shall not retain any rights to entries that are not selected as the winner, but may enter into separate agreements with other writers for the
publishing rights to their entries.

16. CANVAS shall exercise full and exclusive editorial and artistic
control over the publication of the book.

17. While, it is the full intention of CANVAS to publish the winning entry as a full-color children's book, CANVAS reserves the right not to publish the same for any reason whatsoever.

18. The winner of the CANVAS storywriting competition will be
announced in February 2006 on the CANVAS website (www.canvas.ph). The winner will also be notified via email on the same announcement date.

19. CANVAS reserves the right not to award the top competition prize in the event that the judges decide that no entry was received that is deserving of the top prize. In such event, however, CANVAS shall have no right whatsoever over all entries that were received; and shall not publish any entry, in its website or in any other venue, without the prior written consent or agreement of the author.

20. The decision of the competition judges shall be final, and no correspondence or inquiries into the same – including requests for comments/feedback on entries – shall be entertained.

21. Employees and members of CANVAS and INK, and members of their immediate family, are disqualified from participating in the competition.