Week 7: Final Learning Reflections
Week 6: Virtual Book Discussion Reflection
This was my first book discussion as part of my graduate studies, and it was a great experience finally putting faces to the names I interact with in our weekly discussions. I’ll admit—I was a bit nervous going into it. It’s funny how I teach students and lead lessons every day, yet a virtual book discussion still made me uneasy.
I hadn’t originally planned to read Guts, but since Raina Telgemeier’s books are so popular with my students, I was curious to dive into this one. Despite having checked it out to students countless times, I had never actually read it myself. I wasn’t sure what to expect from a book titled Guts, and I was surprised by the depth of the topics it covered. While I don’t usually gravitate toward stories that discuss bodily functions in such detail, I quickly moved past that as I connected with Raina’s struggles. The book does a fantastic job of portraying childhood anxiety and the challenges of navigating fears and emotions.
One aspect that stood out to me was the role of Raina’s therapist, Lauren, who helped her understand and manage her anxiety (Telgemeler, 2019, p. 71). It was especially touching when Raina, in turn, helped Michelle with breathing techniques she had learned in therapy (Telgemeler, 2019, p. 206). These moments reinforced the book’s message about the importance of seeking help and supporting others through their own struggles.
What made the discussion even more meaningful was hearing how different participants related to various parts of the story. Their insights made me reflect on my own perspectives and consider aspects of the book I might not have thought about on my own. Overall, Guts was a much more thought-provoking and relatable read than I had anticipated, and I’m glad I had the opportunity to discuss it with others.
References:
Telgemeler, R. (2019). Guts. New York: Scholastic Graphix.
Week 5: Reading Program & Promotion
Book Awards
I decided to research several book awards. A few of them are less known and they were interesting to learn about.
Number 1
The Virginia Readers’ Choice (VRC) program (Virginia Readers’ Choice, 2025) is an annual initiative designed to inspire a love of reading among students while celebrating outstanding children’s literature. Organized by the Virginia State Literacy Association (VSLA), the program encourages students across the state to engage with books in a fun and meaningful way.
Each year, the Virginia Reader’s Choice committee selects 20 books- 10 for primary grades and 10 for elementary grades. Students read books from the lists and complete a book review form. Those who read at least four books earn a certificate and an invitation to a special celebration. During this event, students vote for their favorite book. The winning book is chosen by a popular vote.
2024: Varian, J. (2020). Twins
2021: Victoria, J. (2020). When Stars are Scattered
2020: Nobleman, M. T. (2018). Thirty Minutes Over Oregon
Number 2
The American Library Association Youth Media Awards (American Library Association, 2025)
highlight outstanding books and media created for children and teens. Selected by committees of librarians and literary experts, these awards celebrate originality and creativity in children’s and young adult literature. Recognized worldwide, the ALA YMAs help parents, educators, and librarians identify high-quality materials that inspire and engage young readers.
2025: Mo, C. (2024). Home in a Lunchbox
2023: Luqman-Dawson, A. (2022). Freewater
2020: Craft, J. (2019). New Kid
Number 3
The North Carolina Children’s Book Award program (North Carolina Children’s Book Award program, 2025)
is a children’s choice initiative aimed at sparking a love for reading by introducing young readers to engaging and contemporary children’s literature. This program gives children the opportunity to explore new books, develop their own literary preferences, and actively participate in the selection of award-winning titles.
2024: Gonzalez, C. (2022). Invisible
2023: Roeder, V. (2020). The Box Turtle
2022: Boldt, M. (2019). Bad Dog
View the bibliography here
Reading Program Flyer
Click here for the signed version of the flyer.
Week 4: Field Experience
As part of this assignment, I conducted an interview with a fellow school librarian within my school district in Virginia. I specifically selected this librarian due to her extensive experience, having worked in the field for over ten years. Additionally, I was interested in gaining insight into the role of a middle grade school librarian, as my own experience has been exclusively in elementary school libraries. Given that my background is in elementary education, I sought to understand how the responsibilities and daily interactions of a middle school librarian differ from my own.
In my current role as an elementary school library media specialist, I provide library instruction to approximately 460 students ranging from kindergarten through sixth grade, with each class lasting 45 minutes. In contrast, a middle school role is structured differently, with fewer scheduled class visits and a greater emphasis on supporting student research, academic collaboration, and information literacy. The librarian I interviewed highlighted that middle school librarians play a critical role in fostering independent research skills, critical thinking, and ethical information usage. I found it particularly noteworthy that she is one of two librarians at her school. The idea of having additional staff support in a school library was especially compelling to me, as it would significantly enhance the ability to manage daily operations and provide individualized student assistance.
Beyond overseeing the collection, she considers herself an educator, guiding students in evaluating sources, effectively utilizing research databases, and navigating digital tools responsibly. Additionally, she collaborates with teachers across multiple disciplines to align library resources with curriculum goals and enhance student learning experiences. This approach contrasts with my role at the elementary level, where, although I strive to support teachers, the library is not always utilized as a research resource to the same extent.
Another key takeaway from our discussion was how she keeps up with young adult literature. While this aspect of her work was expected, she emphasized the importance of staying informed about current reading trends through award lists, professional networks, and statewide reading initiatives. She regularly consults sources such as the Newbery Medal list and Kirkus Reviews, participates in school librarian networks, and leverages the “Virginia Readers’ Choice” program from the Virginia State Literacy Association. These resources allow her to maintain a diverse and relevant collection that meets the needs of middle school students.
The librarian also shared details about programs she manages to engage students beyond traditional library services. One notable initiative is “Battle of the Books”, a reading competition where students form teams, read selected books, and participate in trivia-style competitions. Additionally, she oversees an after-school coding and robotics program, which, while not directly related to literature, fosters digital literacy and problem-solving skills. This program is led by specialized volunteers who teach students how to code and create their own robots. I found this to be an innovative approach to library programming, as it expands the library’s role in fostering technological and STEM-related skills among students.
One of the most practical takeaways from my visit was learning about book repair and collection maintenance. Since her school has two librarians, they can keep up with weeding, book repairs, and inventory management more efficiently. She demonstrated how to use a book repair machine, a tool I was unfamiliar with but found to be highly beneficial. I plan to apply this knowledge in my own library to extend the lifespan of our materials.
During our discussion, she also shared her perspective on the essential knowledge and skills school librarians should possess. In her view, it is crucial for librarians to stay informed about young adult literature, understand different reading levels, and assist students in developing strong research skills. These competencies ensure that librarians can effectively support students’ academic growth and engagement with literature.
Beyond the insights gained from our conversation, I also had the opportunity to tour the middle school’s newly renovated library. My school district is currently undergoing a phased renovation of all school libraries, focusing on enhancing shelving, flooring, furniture, and overall design. The middle schools were prioritized in the initial phase, and my library is scheduled for renovation next year. Seeing the newly updated space provided valuable insight into what I can expect for my own library in the near future.
Overall, this interview was an invaluable learning experience. It not only deepened my understanding of middle school librarianship but also provided practical knowledge that I can implement in my elementary school library. The opportunity to engage with a colleague in a different role broadened my perspective on how school libraries can serve students at various educational levels.
Week 4: Evaluation
Please use this link to view the evaluation document.
https://docs.google.com/spreadsheets/d/1WorlPpRXD_wTA33mAl-wGVu1UzgAjLRVFDhySj9HwSg/edit?usp=sharing
Week 3: Author/Illustrator Study
The script is here.
Ash, D. (Creator). (1-27-2025). LSC530 Week 3 Author Illustrator Study [Video].
week3video.lsc530.com
Reflection
This project proved to be more challenging than I initially anticipated. I knew I wanted to focus my assignment on Chris Raschka and his books, and while locating a few of his titles was relatively easy, deciding which ones to include required careful thought. Although I enjoyed exploring his works, I struggled to find substantial biographical information about Raschka. While I eventually located what I needed, the available information was limited.
The most difficult aspect of the assignment was the presentation. I’ve had to complete similar projects in other courses, and I find it uncomfortable to listen to my recorded voice. If it were up to me, written scripts alone would suffice. I also discovered that I struggle to convey enthusiasm in audio recordings, even when I am passionate about the topic. On a positive note, I realized the importance of using criteria like Vardell’s in my professional work to guide book selection effectively.
Week 2: Favorite Picture Book
DePalo, T. (2019). Oliver Button is a Sissy. New York: Simon & Schuster Books for Young Readers.
Oliver Button is a Sissy is a great book for kids who feel different from the usual “boy” stereotypes and for teaching others students to respect those differences. The story is simple an sweet to read, making it perfect for younger elementary students. It is a heartwarming reminder to be yourself while also encouraging others to appreciate and respect individuality.
Favorite Picture Book Evaluation:
Number 1
Children’s Literature in Action
Evaluation Criteria: Cultural Markers (Vardell, 2019, p. 60)
Oliver Button Is a Sissy feels real and authentic because it tackles the way society often pressures kids to fit into specific gender roles. Even though it doesn’t focus on a specific race or culture, it really digs into the expectations around what boys are “supposed” to like and do—and what happens when someone doesn’t fit those molds.
Number 2
Children’s Literature in Action
Evaluation Criteria: Characters (Vardell, 2019, p. 57)
Oliver Button Is a Sissy does a great job of showing how a strong, relatable character can really connect with readers. Oliver stands out because he’s unique and interesting, especially with his love for tap dancing—a talent that’s not super common for kids. This choice makes him even more memorable. Through his story, the book delivers a powerful message about being yourself, building confidence, and sticking with what you love, no matter what others think. These themes tie perfectly into what Children’s Literature in Action says about creating characters that are meaningful and inspiring.
Number 3
Cover to Cover
Evaluation Criteria: Color (Horning, 1997, p. 97)
Oliver Button Is a Sissy uses a simple color palette of blue, yellow, white, black, and brown to set the mood and tell the story. While it’s not strictly made up of “primary colors” because of the browns, the theme stays consistent throughout the book.
Number 4
Cover to Cover
Evaluation Criteria: Line (Horning, 1997, p. 96)
The illustrations in Oliver Button Is a Sissy feature both types of lines found in art and nature, showcasing thick, thin, long, and short lines throughout the book. After learning more about the use of lines in art, I’ve come to appreciate how they’re used here, especially in the scenes where Oliver is dancing in his tap shoes. The artist’s use of lines brings movement and energy to those moments, making them stand out (DePaola, 1979, p. 15).
Number 5
Children’s Literature in Action
Evaluation Criteria: Plot (Vardell, 2019, p. 55)
The plot of Oliver Button Is a Sissy is straightforward and easy to follow, meeting the criteria outlined by Sylvia Vardell in Children’s Literature in Action. One of the key criteria is that the story must have a clear conflict, which is evident in Oliver’s struggle with societal expectations: “Oliver did not like to do things that other boys are supposed to do” (DePaola, 1979, p. 1). This conflict is both believable and relevant, as more children today feel comfortable expressing themselves in ways that challenge traditional norms. I can relate to this personally; as a child, I wasn’t interested in sports, no matter how much my parents encouraged me.
Vardell also emphasizes that the conflict should be “original and fresh,” and I believe this story meets that standard (Vardell, 2019, p. 58). Oliver’s actions, such as jump roping, making dolls, dancing in costumes, and especially tap dancing, bring life and variety to the plot. These activities showcase his individuality and determination, making the story engaging and relatable.
Additionally, the connection between the text and the illustrations enhances the story’s appeal. The text follows the images closely, creating an attractive, exciting, and meaningful book that offers an important lesson about self-acceptance and resilience.
References
DePaola, T. (1979). Oliver Button is a Sissy. New York: Simon & Schuster.
Horning, K. (1997). From Cover to Cover. HarperCollins.
Vardell, S. (2019). Children’s Literature in Action. Santa Barbara: Libraries Unlimited.