Review of Ivy's Ever After by Dawn Lairamore

Lairamore, Dawn. Ivy's Ever After. Holiday House, 2010.

Here is the starred review I wrote for School Library Journal. Find the rest of the August reviews here.

*LAIRAMORE, Dawn. Ivy's Ever After. 311p. CIP. Holiday House. 2010. Tr $16.95. ISBN 978-0-8234-2261-6. LC 2009043288. Gr 4-6–Princess Ivory has grown up in the isolated kingdom of Ardendale as the only child of an absentminded king. Per the Dragon Treaty, she is locked in a tower when she turns 14, there to languish until the nefarious prince from a neighboring land kills her dragon guard and marries her. But as Ivy has no intention of marrying this prince, she escapes from the tower with the help of the dragon (a runty and peaceful creature named Elridge) and goes off with him to discover a way to foil the prince's plan to destroy Ardendale. They have many perilous adventures and meet some intriguing characters, including a romance-prone fairy godmother named Drusilla and an adorable but hideously grumpy miniature goat named Toadstool. Their fates being intertwined, Ivy and Elridge hit it off right away, and by the end of the story they are clearly best friends forever. This is a fun and entertaining fairy-tale-based fantasy with a nice balance of character development and action. Give it to fans of Donna Jo Napoli's The Prince of the Pond (Puffin, 1994) or Diane Zahler's The Thirteenth Princess (HarperCollins, 2010).–Eva Mitnick, Los Angeles Public Library

Review of 13 Treasures by Michelle Harrison

Harrison, Michelle. 13 Treasures. Little, Brown, 2010.

13-year-old Tanya sees fairies - and she wishes she didn't. There are three in particular who persist in tormenting her, especially when she tries to divulge her strange ability to anyone - or even in her private journal. This leads to some strange behavior and situations, and finally her exasperated mother packs Tanya off to her maternal grandmother, Florence.

Only Florence, the caretaker Warwick, and Warwick's crazy old dad Amos and eccentric son Fabian live in Florence's large old house next to a forest. Tanya and Fabian are somewhat reluctantly thrown together (as the adults don't seem to want them around) and soon it becomes clear that something is very wrong in the forest and the village. A spate of missing children, particularly virulent forest fairies, stories of changelings, and the ghost - or something - of a girl who went missing decades ago are all connected with Tanya's mysterious and startling family history.

This story from a debut author has a fresh voice and an unusual perspective on fairies, for these creatures are far from the exotic, gorgeous, compelling creatures of many a recent teen novel. Rather, they are pesky, odd, sometimes homely, and often downright malicious or even dangerous. Most of the contact between fairies and humans in 13 Treasures is decidedly negative, making it clear that the two realms are separate for a very good reason.

Some of the plot lines are rather abrupt or undeveloped, in particular the fascinating tale of young Red and her mission to aid changeling children (both human and fairy). The "13 Treasures" of the title could have been left out of the book entirely without many readers noticing - they are quite incidental to the plot, although they do make for an interesting story.

Only the characters of Tanya and Fabian come alive (Florence and Warwick remain ciphers, although one does eventually understand - sort of - why they are so cold and unwelcoming) - and luckily they and their adventures are intriguing enough to grab and hold a reader's interest. The old and derelict house, with its unused or boarded-up rooms and secret passages, has a deliciously Gothic personality of its own, although again, not always to a real purpose. No matter - I thoroughly enjoyed reading about the brooding house, the chilly grandmother, the alarming groundskeeper, and the malignant fey creatures.

This is an fine, atmospheric fantasy for all fans of fairy lore. For ages 10 - 13.

Review of The Red Pyramid by Rick Riordan

Riordan, Rick. The Red Pyramid. Disney/Hyperion, 2010.

14-year-old Carter Kane has led a nomadic life since his mother died six years ago, traveling with his dad, an imminent Egyptologist. Meanwhile, his 12-year-old sister Sadie has been living with their mother's grandparents in England. During one of their twice-yearly visits with her, their strangely nervous dad takes them to the British Museum, where he destroys the Rosetta Stone, unleashes a bunch of Egyptian gods, and gets himself locked into a sarcophagus by Set, Bad Boy of the Egyptian god siblings.

Carter and Sadie's uncle Amos swoops them away to New York, and immediately the siblings find themselves immersed in a world of magic, gods, and demons. In fact, Carter and Sadie realize that they are an integral part of this world, and soon they are zipping back and forth from America to Egypt and back. Mission? To destroy Set before he allows chaos to destroy the world, while avoiding death at the hands of Set's minions and allies.

Okay, so it sounds a bit familiar. Ancient gods, magical kids who must learn to handle their powers while on the run, goofy modern manifestations of ancient personages - and of course plenty of one-liners and humor-under-pressure. However, this tale is a bit darker and a bit more complicated than the Percy Jackson series. Egyptian gods are rather more enigmatic, as a rule, than the like-humans-but-more-so Greek gods, and their aims are not so clear. The minor gods and demons, however, can be downright simple-minded, with ludicrous names and b-movie dialogue that Carter and Sadie mock shamelessly and hilariously.

The action moves quickly, the various characters we meet (Khufu the baboon is a stand-out) are intriguing, and the elements of Egyptian mythology are exotically bizarre. The spells that are cast always include hieroglyphs that float in the air, and these are reproduced in the book, much to my fascination. Best of all, Riordan does a wonderful job meshing the ancient world with our modern one, so that any pyramid (including the Pompidou center) and any obelisk (including the Washington Monument) become objects of power, and places like Phoenix, Arizona and river towns like El Paso have huge significance. This reminded me of Tim Powers' excellent books, particularly Anubis Gates, Last Call, and Expiration Date, as well as Neil Gaimon's American Gods.

The first 5 pages or so had me worried. I wasn't sold on the Indiana Jones-type adventure or on the fact that the chapters are supposedly narrated into a microphone by an alternating Carter and Sadie. Carter and Sadie are mixed race, by the way - their dad is African American and their mom was a white woman from England. Carter looks a lot like his dad, while Sadie is much lighter, with straight hair and blue eyes. Both siblings get annoyed when strangers can't believe they're siblings.

Despite my misgivings, soon enough I was not only sucked into the story but hugely enjoying the irreverent tone. This is a really funny book, folks - sure to be a winner with young readers. Highly recommended for Percy Jackson fans and all those who want an action-packed adventure that doesn't take itself too seriously (even when the situation is earnest indeed). Ages 10 to 14.

Dispatch from the Reading Institute - part 2

Day 2 of the US Department of Education's 2010 Reading Institute proved to be as valuable as day 1.

Dr. Michael Kamil opened the second day of the US Department of Education's Reading Institute with some discussion of the Common Core State Standards, which were released last month by the National Governors' Association and the Council of Chief State School Officers. These aren't a federal mandate and it isn't required for states to adopt them, although many have. Dr. Kamil also recommended this website on "Doing What Works," which is an online resource for research-based education practices.

The break-out sessions I attended were eclectic, informative, and even entertaining. Dr. Perri Klass, the National Medical Director of Reach Out and Read (and a renowned author and pediatrician) presented the amazing Reach Out and Read program, in which doctors are trained incorporating children's books into the care and advice they give infants, toddlers, and their families. Starting at 6 months, babies receive developmentally appropriate books to take home, and doctors demonstrate how to share them and what to expect. The doctors share all that good information about why it's so important to read with kids, and they emphasize that it's as important as making sure your child has clean teeth.

What is so fabulous about this program is that doctors see SO many different kinds of families. We librarians mostly just see the families that take their kids to the library - we're NOT seeing the millions of families who don't go to the library. But doctors not only see rich and poor alike during Well Child visits, but they see many of the families who most need early literacy information.

Their reach is tremendous - much more than what even the most energetic outreach librarian could accomplish - and so you can bet I'll be getting information about the LA Public Library into the hands of my local Reach Out and Read coordinator. And I'll make sure that I include information about our Adult Literacy Program and its Families for Literacy component, because some of the parents are partially or totally illiterate.

During the session on Play: The Science Behind Its Importance to Literacy Development, we played with sticks and pipe cleaners and household objects while we learned from Linda Hassan Anderson, Senior Director of the NAEYC Academy for Early Childhood Program Accreditation, how different kinds of play are crucial parts of early literacy. We all know that for kids, learning is play, but I didn't know about constructive play, symbolic play, socio-dramatic play, and more. What Ms. Anderson made clear is that not only do children learn through play itself, but that play is such a strong motivator ('cause it's fun!) that it should be built into any good early childhood program.

I thought about the early learning areas we're adding to our libraries, with their toys and comfy seating, and am happy to have more arguments in my arsenal about why libraries need toys as well as books.

In the last session of the day, Janice Im, senior director of programs for Zero to Three, discussed the vital importance of quality daycare programs for infants and toddlers. In particular, she stressed that it's important that babies and toddlers be able to forge relationships with their caregivers. It's not enough that babies are read to, for instance. The meaningful interaction between the baby and a caring person during the experience is just as important as the book, or more. Toddlers need to feel a connection as well - it's not enough to be warm, dry, well-fed, and have lots of toys and books around. We're hard-wired to forge bonds with people, and babies and toddlers learn through their interactions with others.

Interestingly, almost every presenter over the two days of the Reading Institute showed this famous chart from the 1995 Hart and Risley study "Meaningful Differences in the Everyday Experience of Young American Children", which demonstrates that children in the lowest socio-economic group are exposed to many fewer words than in middle and high socio-economic groups. This corresponds directly to the number of words the child knows; the gap starts before age 1 and just keeps getting bigger and bigger.

All the more reason to keep giving parents the tools and information they need to raise kids who will enter school ready to learn. Doctors, teachers, caregivers, and librarians - we can all help, but it's the parents who really make the difference.

Review of Found (The Magic Thief) by Sarah Prineas

Prineas, Sarah. Found (The Magic Thief, book 3). Harper, 2010.

In the third part of The Magic Thief series, Conn is a hideaway in his own city of Wellmet, from which he was exiled in book 2. More desperate than ever to find a new locus magicalicus now that the dread magic Arhionvar is coming to destroy the magic of Wellmet, Conn tries out a new finding spell with the help of his mentor Nevery. Not only does the rather dramatic outcome get them both into more trouble, but the spell leads Conn away from Wellmet and into the clutches (literally) of some dragons.

Conn does find his locus magicalicus and in doing so, discovers a fascinating truth about magic and cities. Will his new knowledge and his locus magicalicus be enough to save Wellmet and its people from disaster?

Although I was delighted with the first book in the series, the second was rather disappointing due to the grayness of the setting and the apparent depression of our hero, who seemed uncharacteristically listless. Good news - Conn gets his fire and verve back in Found. Perhaps we can thank the dragons, which (like Tapatio hot sauce) add a welcome spice to anything. And these dragons are particularly enigmatic and uncuddly - there is none of that bonding or getting to know each other business going on here.

We don't get much Nevery, Benet, or Rowan, but that's okay - Conn, his obsessive search for his locus magicalicus, and the dragons are more than enough. The spell-line that Conn creates and then follows unerringly to his locus magicalicus, is an inspired idea. Wish I could create a spell-line to find the Perfect Pair of Jeans that I know is out there waiting for me somewhere...

Oh, and there is the looming danger of Arhionvar, but actually there isn't much tension there - not nearly as much as you'd think there would be. In fact, when the big Battle of the Magics begins, it has hardly heated up before Conn gets a good idea, executes it quickly, and voila, saves the day. Sure, there are some repercussions - but really, Conn makes it all look so easy that one wonders what all the fuss was all about.

The series could end here - the problem with the magic has been creatively resolved, the two parts of the city of Wellmet have a newly harmonious relationship, and all is well. But I do hope that another crisis comes crashing down on Conn, because I want to find out how he and his mobile, fire-breathing locus magicalicus are getting along, and how Rowan is coping with her new job.

Ages 8 to 12.

Dispatch from the Reading Institute - part 1

I've just spent a happy, inspiring day at the US Department of Education's 2010 Reading Institute, where I'm attending sessions and programs focusing on the early learning/development strand.

This feels a bit like an ALA conference in that we're in a large, over-air conditioned convention center (Anaheim, home of the 2008 ALA) and the "we" in question are about 90% female, being mostly teachers and educators. However, there are no vendor bags (because there are no exhibits), no award banquets, no books, and no authors. Phooey. Still, the vibe is positive - perhaps because most of my fellow conference attendees are on their summer vacation and so have brought the whole family with them in order to visit Disneyland. Shorts and sundresses are the attire of choice.

My big question was whether this conference would be relevant to my work as a librarian, and it was abundantly answered in the affirmative today. Here are some highlights:

Differentiated Parenting - Dr. Patricia A. Edwards, President of the International Reading Association

• We all tell parents "read to your kids!" They say they do (because obviously that's the right answer). But Dr. Edwards' observations of parents demonstrated that in fact, many parents don't read to children, can't read to their children, or just don't know how to do it effectively. Also, they don't necessarily know how important it is to read with and actively engage their children from birth.
• Convince parents of their crucial role in their child's learning, then show them how to do it right. Model techniques and behaviors; let them know it's as easy as singing to their kids, playing with them, asking them questions, and reading to them. If parents can't read, they can tell them stories and read wordless books.
  
• Parents must hold some responsibility for getting their kids ready for school/reading. Parents only have a few kids and they have them from birth and during their most crucial brain development - teachers have at least 25 or more at a time, and they don't get them until they're 5 years old!
• All families have their own strengths; parents can learn new skills; parents know their own kids better than anyone
• Parents want their children to succeed, so make sure they have a vision of that success. What do they want for their kids? What is the vision and the mission? How do you get there?
• Schools (and libraries!) serve many different kinds of parents and families - one size does NOT fit all. Teenaged moms, homeless families, grandparent caregivers, foster families, rural/urban poverty, homeschooled kids, single-parent families, working moms, low-literate parents, unemployed parents, every kind of culture and ethnicity.
• So realize that what works for one family may not work for another. Parents' situations and capabilities differ, even though their goals (to help their children succeed) are usually the same.
• It's important to stress that you don't need money or education to have meaningful and crucial interactions with your children. It's just that many parents don't realize how important it is or how to do it. They don't talk with their young children, but only to them "do this, don't do that" or about them.
• Factors over which parents exercise authority - absenteeism from school, reading materials in the home, and television watching. Families that take an active role in these three factors have 8th graders who do better on math scores - and numerous studies have shown that families who are involved have kids who do better in school in general.
• You can't separate home life from school life. Parents expect that kids will learn in school; teachers expect that kids have a home environment that encourages learning
• To work effectively with parents, teachers can find out their values and details about their parenting - Edwards calls this "parent stories." It's gaining info from parents about traditional and nontraditional early literacy activities and experiences happening in the home - and both supporting and building on these. The "stories" parents tell add a cultural context.
• Parents learn through this that they have much to teach their kids - they remember "teachable moments" and their kids' early literacy milestones. When they realize their own value as their child's first teacher, they are more likely to be receptive to more ways they can help their child succeed in school.
  
• Teachers ask questions like "Can you describe something about your home learning environment that you feel might be different from the learning environment of the school?"
  

So - clearly this was meant for teachers, and yet there is much here for librarians to ponder. It's been shown over and over that socioeconomic status is a big factor in how ready for school a child will be; these kids have a much smaller vocabulary and much lower language skills because their parents don't interact with them as much, don't read to them, and aren't speaking to them with as big a vocabulary or complex a sentence structure.

We can help spread the word about the why and how to get kids ready for school. We know it's as simple and as fun as singing, playing, talking, reading, and writing. We know that what parents do makes a HUGE difference. We have to get the word out to all parents through effective outreach in the library and out in the community. We need to get to parents where they are - at clinics, in churches, at parks, in schools.

And when the word gets out and parents come flocking to the library, we'll be ready with storytimes, parent workshops, and most of all - books!!! Free books!!! Wonderful books with which to nourish their kids.

Ahem. So that was just one program today!

I also got some early news from John Cole, Director of the Center for the Book, about their new program Read it Loud, which will attempt to get 5 million parents to commit to reading with their kids 10 minutes a day by 2014. There's LOTS more to it than that (it will use the Marsys Digital Platform to deliver the message about reading to a "multiplicity of digital endpoints" - meaning cell phones, signs, kiosks, etc). Not quite sure I understand the details, but I gotta love the idea of a huge national campaign - hope it catches fire. Libraries will be involved with this for sure.

By the way, Wally Amos (of Famous Amos fame) is part of this campaign, and he spoke for a few minutes. The man is one fabulous storyteller!

I also heard about the various Early Childhood Advisory Councils that are being set up in most of the states by the governors. This is part of the Head Start Act of 2007 that mandated creation or designation of collaborative state bodies that would coordinate early childhood services, bridge existing programs, address program quality, and advise on unified data infrastructure development.

The problem, of course, is that currently there are so many different early childhood programs at all levels, and they aren't working together effectively. Anyway, the states have until August 1st to apply for ARRA stimulus funds to create and run these governor-designated councils. Here is California's ECAC website (which we call ELAC - Early Learning Advisory Council) and these are the members. Some good folks, but no librarians, I can't help but notice. I'd like to see someone from the California State Library or California Library Association on that council. For more info on these ECACs and various projects go to the National Governors Association early childhood website.

Monday library service? Not!

Today was the first day in the LA Public Library's history that every branch and Central was closed on a non-holiday. And this is the way it's going to be for the foreseeable future - no Monday service. Naturally, LA is not going to take this lying down:



The LA Weekly reported on the protest, as well.