THE BLOG
12/03/2013 06:55 pm ET | Updated Feb 01, 2014

What's in It for Me? A Book for Whatever Interests You

Over the past two weeks I have attended two very different education conferences. One was AASL -- The American Association of School Librarians; the other was NYSCATE -- New York State Association for Computers and Technology in Education. If I had just attended the first one, I would have thought we authors were doing really well. Many people recognized me from my nametag -- a heady experience. (Although not everyone recognized my name, a sufficient number did, so I felt like I've made some progress over these years.) At the second conference, I was anonymous although my session: "Authors Collaborating with Teachers and Students" was particularly well attended. Obviously, librarians know about and value authors. Technology teachers have a lot to learn.

This conclusion was not news to me. Four or five years ago, I did my very first videoconference (Skype-type visit) with a school in Pennsylvania. I had been hired by the tech teacher who was looking for something of educational value for her classroom-teacher colleagues. Although my presentation wasn't about any particular book (it's called "Science Surprises") I did mention that some of the tricks we were doing were in my book We Dare You! The tech teacher's evaluation of my presentation was not a rave. She said something like, "I didn't hire you to do a book commercial." When I explained that writing books was what I did, she countered that she wanted me to present material that wasn't in my books. I mentally sputtered a protest: "But my best stuff is in my books..." My take-away is that you have to set up the proper expectations for a program, especially for people who don't get what authors are about. And there are a lot of them out there.

According to the Statistics Brain, The total percentage of U.S. families who did not buy a book this year is 80 percent and 70 percent of U.S. adults have not been in a bookstore in the last five years. One third of high school graduates never read another book for the rest of their lives. Forty-two percent of college grads never read another book after college. Fifty-seven percent of new books are not read to completion and 50 percent of U.S. adults are unable to read an 8th grade level book. I would be curious to know how much teachers read. If a child asks a question on a subject that the teacher doesn't know the answer to, does the teacher suggest that the child look up the answer on Google or get a book on the subject? When it comes to teaching content, does the teacher rely on a textbook or explore the availability of other books for children on the same subject? We authors and readers of this blog live in a bubble. Books are so ingrained in our lives we can't imagine living without them. But if we are going to produce a generation of college and career ready students, as per the CCSS, we are going to have to sell our non-book-reading colleagues on the value of books. Here are a few suggestions:

Technology teachers and their students might want to read:

Technology by Clive Gifford
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Physical education teachers and their students might want to read:
Fourth Down and Inches by Carla Killough McClafferty
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Social workers and students who have anger issues might want to read:
Peace by Wendy Anderson Halperin

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A music teacher might want every member of the school orchestra to read:
The Young Musician's Survival Guide by Amy Nathan
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An art teacher might want students to read:
Action Jackson by Jan Greenberg and Sandra Jordan.
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Orthopedists and school nurses might want to include my book, Your Body Battles a Broken Bone in their waiting rooms.
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For every situation, discipline, or topic, there may exist a wonderful children's book that will not only shed new light on the subject but also foster an interest in learning more. It's time we left our own echo-chamber and became a part of the national education conversation. Books not only answer questions but open up possibilities for every individual. It's time they were rediscovered.

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