A. Provide all APA bibliographic information
B. Review:
Please write an engaging book review. Evaluate it in terms of multicultural issues and criteria and address the credibility of the author. Consider your personal response to the book. Make text to text, text to life connections. Discuss its literary and visual qualities and give an example of a golden line or visual/formatting element that contributes to its quality. Bring in reviews of it where applicable. Consider for whom is the book intended and how might it fit into teaching that audience. Provide examples to support what you say.
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ReplyDeleteBook Review by Paula White
ReplyDeleteFour Feet, Two Sandals by Karen Lynn Williams & Khadra Mohammed
Topic: Palestinian/ Mideastern Americans
Williams, K.A., & Mohammed, K. (2007). Four feet, two sandals. Grand Rapids, MI: Erdmans Books. ISBN: 9780802852960.
When relief workers bring used clothing to Peshawar, the refugee camp in Pakistan, everyone rushes through the crowds and fights for the best items. Ten-year old Lina is thrilled when she discovers a pretty yellow and blue sandal which fits her foot perfectly, until she sees another girl her age wearing its match. Although disappointed, Lina continues to wear the one sandal because she hasn’t worn shoes since her old ones were ruined two years prior due to the long walk from Afghanistan to Pakistan carrying her little brother. One day, Lina meets up with Feroza, the other girl wearing the sandal, and they agree to take turns wearing the sandals and sometimes each wearing one. As their friendship blossoms, the girls tell their stories: Lina shares her frantic flight after her father and sister were killed, while Feroza mentions, “I have only my grandmother now”. When it comes time for Lina to relocate to America, the girls have difficulty deciding who will keep the sandals. In the end, they realize that keeping one will remind them of their friendship, as well as their hope of meeting again someday in the future.
Four Feet, Two Sandals was inspired by a refugee girl who asked the authors why there were no books written about children like her. Co-authors Karen Lynn Williams and Khadra Mohammed both work with refugee children and their families. Khadra is the executive director of the Pittsburgh Refugee Center and based this story on her experience with refugees in Peshawar. Both authors were volunteers together and this connection began their lasting friendship. Khadra is a natural storyteller who is passionate about children and other cultures. She told her ideas for the book to Karen who put them into words.
Illustrator, Doug Chayka, was Fulbright scholar in Germany at the Berlin University of the Arts. He has received recognition from the Society of Illustrators in both New York and Los Angeles.
Chayka has illustrated several children’s books including the Beekeepers by Linda Oatman High and Yanni Rubbish by Shalumith Levy Oppenheim.
The full page illustrations in Four Feet Two Sandals are filled with tender emotion. The warm acrylic colors of the girls’ clothing and the yellow sandals decorated with blue flowers shine and offer a glimpse of a bright future against the drab brown dessert landscape of the refugee camp. The detailed pictures provide insight into the daily life of the refugees as they sleep in crowded patched tents, wait in long lines for water, and walk through blazing sand to cool streams for clothes washing. There are a range of human feelings readers may experience as they learn about the lives of refugees through the eyes of two young girls. They may sympathize as crowds raise their hands in the anticipation of clothing from the relief workers; feel a sense of hope as Lina’s delicate touch slips her one sandal on her bruised and swollen foot; cry when Feroza’s tears stream down her face as she tells of her family’s deaths; and cheer when Lina and her family discover they are going to America.
Four Feet, Two Sandals (cont)
ReplyDeleteThe descriptive language flows smoothly and compliments the illustrations as it is printed on sand colored pages. The simple yet powerful wording portrays the harshness of the refugee camp, yet does so in a tender manner suitable for children. The story is told through the eyes of two young girls in voices clearly intended for young readers. Both boys and girls can relate to telling secrets, sharing memories, and working together. Even if this book were read without pictures, the scenes would be easy to visualize because the authors use figurative language to express their ideas. For example, Lina’s brother is described as “no bigger than a water jug but just as heavy” and the evening sky is depicted as “a deep blue ocean with sparkles of a silver crescent moon”. Reading aloud the book allows listeners to hear the poetic form and understand its profound meaning.
For whom did the authors write the book? The dedication would indicate that Williams and Mohammad wrote the story for refugees since the first page reads, “For every refugee who has had to flee home, leaving friends and family behind.” However, I believe this is a book for all children. The theme of friendship is one which students can relate to on varying levels. Young children can understand the idea of sharing which Lina and Feroza do as they take turns wearing the sandals, while older students will realize the importance of letting go of something or someone you truly care about as Feroza had to do when she said goodbye to Lina, with only one sandal to keep in her memory. The overall idea that friendship is more important than materialistic goods is a lesson we all could review.
In addition to instilling the value of friendship, there is a great deal of history to be learned from this picture book. The endnote describes the plight of refugees and states the disturbing fact that there are more than 20 million refugees worldwide, the majority of them being children. Decades of war and instability in Afghanistan have forced millions of Afghani to flee their homes to neighboring countries. Many of them live in makeshift camps in and around Peshawar while some are fortunate to resettle in the United States as Lina and her family did. Students could research refugees around the world and throughout history. Maps could be designed in which refugee camps are plotted. Venn Diagrams might depict the differences and similarities between /among immigrants and refugees.
While researching the topic of refugees, I read that people in third world countries make sandals out of old tires. After exploring in more depth, I discovered that it is actually true! There are websites which students could search to learn how to do this. Having older students design, write directions, and attempt to make their own sandals out of recycled materials would be interesting.
I would use Four Feet Two Sandals as an opener for the study of refugees and the turmoil in third world countries. The authors include just enough information about the Muslim culture and Peshawar to whet students’ appetites. Lina and Feroza mention the holy month of Ramadan and the Koran. They also wear scarves over their heads. Researching this religion as well as interviewing practicing Muslims in the community would be worthwhile. Creating electronic or paper scrapbooks of family/cultural traditions would also be a valuable learning activity.
Four Feet, Two Sandals (cont)
ReplyDeleteThe book does portray gender stereotypes in relation to education. The females are not permitted to attend school because there is only enough room for the boys to study. Thus, the impression left upon the reader is that males are more intelligent and are more apt to need an education to survive in society. The comment by Lina further cements this belief, (“The girls practiced their names in the dirt and brushed the marks away so no one would see their mistakes.”) by stressing the errors girls make. Their working roles also appear to be segregated with men pushing wheelbarrows and riding mules with supply carts, while women are washing clothes and carrying baskets on their heads. This negative view of woman is depicted in the story because it is authentic text and important to the history of our nation.
The multiculture book pays tribute to the courageous men, women and children who flee their countries in fear of persecution. The Muslim individuals in this story are portrayed as strong, optimistic role models and leaders who persevere even in the toughest of times. Although clothing is scarce, two strangers, Lina and Feroza, share the one item they each treasure. Although all crowded together in one small camp, the refugees are depicted as individuals with different personalities. Lina is friendly; Feroza a bit shy; the boys a bit mischievous; and Feroza’s grandmother doubtful. The men look similar in their turbans, beards and clothing but that is symbolic of their cultural beliefs. The females clothing and hairstyles differ a bit more, alternating between long skirts, pants, and a variety of hair length. I especially like the way the authors celebrate the Muslim culture by including the language, “Assalaam alaykum- Peace be with you” as well as religious observances (Ramadan) throughout the text. The final picture with Feroza’s hands stretched up toward the sky with one sandal as she stands on her tiptoes is the ultimate symbol of peace, hope, and an eternity of friendship. The lines that I believe readers will remember long after the last page has been turned are those by Feroza to Lina, “It is good to remember. You must keep one sandal. Four feet, two sandals. We will share again in America!”
Four Feet Two Sandals reminded me of the books A Place Where Sunflowers Grow (Lee-Tai, 2006) and One Green Apple (Bunting, 2006). Both of the families in Four Feet Two Sandals and
A Place Where Sunflowers Grow had to withstand harsh environmental conditions and dangerous circumstances which were out of their control. Lina, Feroza, and their families were compelled to flee their homelands for fear of their lives, while Mari and her relatives were forced to leave their homes to become prisoners in internment camps during World War II. Nevertheless, all of these individuals were courageous and held on to their grace and dignity during times of despair. On the other hand, the themes of acceptance and friendship are evident in the picture books One Green Apple and Four Feet Two Sandals. The Muslim girls in these stories (Linu, Feroza, and Farah) end up being accepted by strangers with different cultural backgrounds and ultimately make new friends.
Four Feet, Two Sandals (cont)
ReplyDeleteWhen I attended the New England Reading Association Conference in Rhode Island this fall I had the opportunity to hear Nancy Boyles speak, as well as to purchase her new book RTI Comprehension Instruction with Shared Reading (2009). Within the text she provides sample lessons corresponding to the reading strands on the Connecticut Mastery Test. I was excited to see that many of the books she suggests for classroom use are multicultural literature, including Four Feet Two Sandals. I actually plan on tailoring her lesson to my students, but I feel it’s vital that I allow the children to truly enjoy and experience the true meaning of the story prior to teaching a comprehension strategy. Too often, I believe teachers are pressured to “teach to the test” and therefore forget to (or can’t find the time to) read aloud for sheer pleasure. My fifth grade daughter, who is an avid reader, came home from school the other day and stated, “Mom, I know you don’t want to hear this but I really don’t like reading as much as I used to.” When asked why, she responded, “Well, I still love going to my room and reading for fun but I’m getting tired of making all those connections in school.” With most towns scoring low on the Making Connections Strand of the CMT, I understand why educators are focusing on this area. However, I think we need to ask ourselves, “Will focusing on this one area make our students the independent lifelong readers we want them to become in the future?” Truthfully, I can’t be sure the answer is “yes”.
In my opinion, Four Feet Two Sandals is a welcome addition to elementary classrooms. I would use it with first and second graders to discuss the theme of friendship and with older students (grades 3-6) as an introduction to the topic of refugees and the Muslim culture. Its descriptive language, beautiful illustrations, and inspirational message make it a prized possession!
References
Boyles, N.N. (2009). RTI comprehension instruction with shared reading.
Gainsville, FL: Maupin House. ISBN: 9781934338.
Bunting, E. (2006) One green apple. New York: Houghton Mifflin.
ISBN: 978061843477.
Lee-Tai, A. (2006). A place where sunflowers grow. San Francisco, CA: Children’s Book Press. ISBN: 9780892392155.
Williams, K.A., & Mohammed, K. (2007). Four feet, two sandals. Grand Rapids, MI: Erdmans Books. ISBN: 9780802852960.
Websites:
www.pittsburghrefugeecenter.org
www.karenlynnwilliams.com
www.dougchayka.com
www.hollowtop.com/sandals.htm
Paula Bordonaro
ReplyDeleteBook Review: My Father’s Shop Author / Illustrator: Satomi Ichikawa
Reading 667/ Multicultural Literature in the Classroom
December 8, 2009
The vibrant and whimsical story My Father’s Shop by Satomi Ichikawa is a realistic fiction piece that captures the Moroccan life in a small town. It is a beautiful story that elicits family, childhood, diversity, global awareness and respect for knowledge, cultures and languages. This story is truly a lighthearted story that depicts important values and beliefs on life.
The story begins with the loveable and spirited character, named Mustafa describing his father’s shop. Mustafa speaks of his father’s shop with a sense of pride and honor. He loves all of the beautiful colors that the carpets hold and he states that they are all the colors of the world. Mustafa is intrigued by how his dad entices the tourists into his shop. He speaks many different words from many different languages. The following words are few of the many: bienvenue, hermoso, and good price. Mustafa also describes how his dad shows respect towards his customers by serving mint tea after all sales. In the beginning of the story it is quite evident that Mustafa holds such high admiration for his dad and his work. However, as the story moves on Mustafa and dad encounter a carpet with a whole in it. At that moment, Mustafa becomes that young little boy who just wants to play and imagine. He begins to play with the carpet and he places it over his head as if it were a ghost costume. Of course, dad wants him to continue with business as usual but Mustafa skips out on him before getting his foreign language lesson. Mustafa runs out into the market to show his friends the colorful carpet but soon encounters a rooster friend. As the rooster crows in different languages, many tourists are intrigued and begin to follow Mustafa and the rooster. At this point, Mustafa runs back to the shop to share with his dad what he knows. He is excited that he can speak rooster in five languages. The story ends with Mustafa’s eagerness for acquiring different languages, while dad is thrilled that he has a shop full of tourists with the possibility of more sales.
Over all, this story is portrayed with such authenticity. The Moroccan culture, customs and beliefs are truly intertwined in this simple but inspirational story. The setting takes place at an open market where people are purchasing items like food, clothes,
crafts and etc. In Morocco, a market is held weekly in every town. It’s called a souk. For many people, this market is often the only source where they can purchase supplies. The characters are also wearing what is called a djelleba, which is most commonly worn by both men and women in Morocco. In addition to these authentic features, the story truly reveals the Moroccan attitudes. There is high value for family, honor, dignity, generosity, hospitality, and self-control. Looking at these values, I can clearly see examples of each one. The bond between father and son, dad serving mint tea to all his customers and the admiration and honor that Mustafa has for his dad.
As a first grade teacher, I can see so many possibilities with this book. This book opens doors to family, childhood, global awareness, cultures, languages and learning. It is a light book, but with many strong life messages.
Book Review by Ryan Roberts-Walstrom
ReplyDeleteTitle: The Hundredth Name
Author: Shulamith Levey Oppenheim
Illustrator: Michael Hays
Topic: Palestinian/Mideastern Americans
The Hundredth Name is a picture book about a young boy named Salah who lives along the Nile River. He lives in a sun-dried brick house with his mother, father and five older sisters. In the first part of the book, Salah is sad because his camel, Qadiim, always has his head hung as if he is depressed and appears to be ancient when you look into his eyes. Salah and Qadiim were like brothers, working together and sleeping beside each other every night. Throughout the book, Salah was trying to figure out how to make Qadiim raise his head and show that he is happy. Salah’s father comforted him by saying that Qadiim has a great life including Salah’s love and dates to eat from the date palm tree. His father also tells him that they, as mortals, must live and die knowing only ninety nine names for their God, Allah. He also explains that humans do not walk around with their heads down just because they do not know this one name, but they pray to make themselves feel happy and close to Allah. The night after this conversation, Salah prayed to Allah that Qadiim would learn the one hundredth name. The next morning, Qadiim’s head was high and Salah knew that Qadiim knew the last name for Allah. He finally understood why Qadiim had the look that did.
Shulamith was inspired to become an author herself by a friend who is an author. She grew up in Ohio where she enjoyed listening to her father’s knowledge of Egypt, Saudi Arabia and Israel. In 1979, she visited the pyramids in Egypt and was told this tale by her guide as they passed by a camel. The idea simmered for many years, and eventually became this picture book. Michael Hays, the illustrator of this book lives in Chicago Illinois. He did extensive research before illustrating this book and had an Egypian father and son serve as models for Salah and his father. It was very difficult to find information beyond this about the author and illustrator of The Hundredth Name.
Using my limited knowledge of Mideastern culture, the book seemed to portray cultural accuracy and authentic characters. Salam, an elementary-aged boy, was portrayed as I think any boy his age could be in a picture book. His strong character was portrayed through his burning desire to make Qadiim happy. He exhibited leadership skills as he took it upon himself to pray that Qadiim learn the hundredth name. The Egyptian culture also seems to be accurate with the family living in a sun-dried brick house along the Nile and farming for a living. All reviewers loved the warm relationships and family values that were presented. One review stated that Shulamith described Muslim prayer incorrectly and stated that Egyptian farmers do not use camels. This reviewer wished that Shulamith had done more research. Another reviewer was disappointed that this book is so widely accepted in public schools and libraries while books about the Christian faith are not. With Shulamith and Hays not appearing to be Mideastern, I think they had a responsibility to extensively research the culture of the rural Egyptian town in which this book was set. Based on the reviews, their research may not have been extensive enough.
This book invited the reader to think critically about the traits of Salam. He shows how caring he is as he spends so much of his energy trying to figure out what is making Qadiim sad and thinking about how he might make him happy. He also shows great reverence and respect for his father as he watches him pray and shares how he cannot wait for the day when he can pray like his father. You can draw many parallels between Ling’s character in Revolution is Not a Dinner Party and Salam. Ling shows that she is caring as she risks her life to get food for the family. She also shows great reverence for her father as she risks her life to visit him in the hospital when she could be caught and held captive if one of the guards noticed her. The Hundredth Name also conveys a theme that says we must think and work collaboratively because we hold more power as group than we do individually. In the book, the humans know ninety-nine of the names for Allah and an animal knows one, but nobody knows all of them. You could connect this to literature circle discussions with students. Show them that they are all looking at the book through different lenses such as the connections director, the questions creator and the word finder, but it is not until they all come to the table and share that they achieve the deepest meaning of the book.
ReplyDeleteThe illustrations in this book were very detailed and added depth to the story. It almost looks as if they were painted on linen cloth. The colors that Hays used were pale, creating a gentle tone for the story. I was especially drawn to the illustrations of Salah getting the prayer mat and going to the riverbank to pray. The soft blues and greens really capture the serenity and spirituality of that part of the book. Looking at Salah’s face in the first part of the book, he truly captured the feelings of worry and concern that the character had for Qadiim. At the end of the book, Hays captured Salah’s relief and joy as Qadiim raised his head. In terms of literary merit, I though the author conveyed the plot and emotions of the characters really well. I did not think that the language was especially rich. Looking at the scene where Salah prays in the middle of the night, I think the author could have described the serenity and spirituality of that setting a little more vividly. I think the author also could have written a little more about Salah’s thoughts and feelings as he was having that spiritual experience. On the other hand, I think the illustrations say a lot in this scene, so maybe the additional words were not necessary.
ReplyDeleteThis book could be used with children in Kindergarten through fifth grade. Teachers using this book should consider the religious aspect of the book before using it. I think you could simply give a brief explanation of the Muslim faith and say that it is one of many religions that are practiced around the world today. As I said earlier, Salah shows very strong character traits in this book. I would use it in a unit when I wanted the students to learn how to infer character traits from the actions of characters in the story. In addition, I think this book would be a great book to use at any level in a character education lesson. You could draw the students’ attention to the boys face to show them what people look like when they are worried or sad. You could then talk about appropriate things to say and do to cheer people up. Lastly, it is a great book for teaching problem and solution to younger children. Regardless of how this book is used, it is a great story for teaching a number of skills and presenting strong characters from the Mideastern culture.
References:
Oppenheim, S. L. (1995). Honesdale, Pennsylvania: Boyds Mills Press
Holt, H. (2007). New York: Henry Holt and Co.
Websites:
http://www.harpercollins.com/authors/12199/Michael_Hays/index.aspx
http://www.eduplace.com/kids/hmr/mtai/oppenheim.html
http://www.shulamithoppenheim.com/hundredthname.htm http://www.amazon.com/Hundredth-Name-Shulamith-Levey-Oppenheim/product-reviews/1563976943
Megan Leonard
ReplyDeleteReading 667
Picture Book Review
Title: The Librarian of Bosra
Author: Jeanette Winter
Illustrator: Jeanette Winter
The picture book that I chose to highlight Middle Eastern culture is The Librarian of Bosra which was written and illustrated by Jeanette Winter. The story revolves around Alia Muhammad Baker, who is the librarian of Basra in Iraq. She works in a library that is a meeting place for those who love books and discussions! Lately, much of the talk revolves around war. Alia becomes worried that the fires and violence of war may destroy her sacred books and history of her country. Because of this, she asks the governor permission to move the very old and special books, but he refuses. This does not stop her though! Every night after work, she fills her car with books from the library and moves them to a safe place. As time goes by, the war comes to Basra and takes its toll on the library. Alia calls on her friends for help and they all work to save the books and move them to a restaurant for safe keeping. As time goes on, the library burns to the ground and soldiers come to the restaurant where the books are hidden. Alia realizes they must be moved again. By using a truck, she moves 30,000 books to houses of her friends and even to her own home. Alia can hardly move around in her house, for it is filled with books, but she waits for the war to end. She dreams of peace and even a new library. Until this happens, she knows that her books are safe with her.
Not only does Jeanette Winter write books, she also illustrates many of them as well! She has her own style of painting that she uses and it has even been called folk art by others. “She generally paints simple, uncluttered pictures that have little shading or depth of field, which makes them appear flat rather than realistic” (“Jeanette Winter (1939-) – Sidelights,” 2009, ¶ 1). Her paintings utilize flat shapes, but are very colorful and filled with shapes and designs. “Winter also tends to makes use of unique, brilliant color schemes that are more vivid than life—rich aqua grass or skies that range from pink to green” (“Jeanette Winter (1939-) – Sidelights,” 2009, ¶ 1). In many ways, her painting style in The Librarian of Basra gives the book an old world feel which is appropriate for the story that is told in the picture book. “The artist uses color to evoke mood, moving from a yellow sky to orange, to deep maroon during the bombing, and then blues and pinks with doves flying aloft as the librarian hopes for a brighter future. Palm trees, architecture, dress, and Arabic writing on the flag convey a sense of place and culture” (Saccardi, no date given). The colors, hues, and style stir up many emotions in the reader from fear, violence, and anger to hope and wishes of peace. The illustrations really help to tell the story.
Award winning Jeanette Winter has written several picture books, including The Librarian of Basra, My Name is Georgia, Sebastian: A Book About Bach, Josefina, and Calavera Abecedario: A Day of the Dead Alphabet Book. Winter is not considered an “insider” with many of the books that she has written. “Winter’s story ideas come from events that inspire her” (Newman, 2008, ¶ 4). She has written books about slavery, the war in Iraq, Georgia O’Keefe, and even the Mexican culture. She also gets ideas from things that she reads. “The newspaper is one of Winter’s favorite sources for story ideas. The Librarian of Basra grew out of a New York Times article about Alia Muhammad Baker” (Newman, 2008, ¶ 6). Even though Winter may not be considered an “insider” for many of her books, she does take the time to research aspects that she may include in both her writing and illustrations. In fact, when writing The Librarian of Bosra she researched the true story upon which her book is based. Because she wanted to keep her story in the picture book simple, she used the information and facts in the article from the New York Times that motivated her to write the book and then did further research to create her illustrations. In fact, Winter stated in an interview, “When I can, I travel to the locales of my books, as much to get a "feel" of the place as for specific details. Because this wasn't possible for The Librarian of Basra, I approached the research from several directions” (Harcourt Inc. 2007). Winter was very complete and dedicated to create a book that contained illustrations that were realistic and true to what was happening in Iraq when Alia Muhammad Baker saved the books. She used a picture collection of the New York Public Library, looked at many pictures of Iraq, studied a book of photographs of the Iraq war, saw an exhibit at the International Center of Photography in New York of photos by war correspondents in Iraq, attended an exhibit, ‘They Still Draw Pictures,’ of children's art in wartime, and even listened to Middle Eastern music while she worked (Harcourt Inc., 2007). She did a great deal of research, but when writing the book, she never did have any direct contact with Alia Muhammad Baker. Winter was able to meet her later in Italy in 2006 (Harcourt Inc., 2007). It has also been arranged with the publisher that proceeds from the sale of The Librarian of Basra will be donated to help rebuild the collection of books in Basra’s Central Library.
ReplyDeleteThis picture book is rich in authentic cultural details. The information in The Librarian of Basra ring true to the time period and the culture in Iraq. Important facts and issues are not sugar coated, but brought up in this book. Although Winter includes many pages dedicated to a hopeful peace that is coming soon, she also speaks of and illustrates the strife of war in her book by having characters live through and speak about the war and including pictures with soldiers, tanks, fire, guns, and fighter planes. After researching and reading the article in the New York Times that the picture is based upon by Shaila Dewan (2003), the details and information included in The Librarian of Basra seem to be true. There are a lot more details in the article, but if it was all included, it would have been too much for children to read in a picture book. Plus, Winter said she wanted to keep her story simple for readers. What is portrayed in the book is culturally correct. The women wear coverings over their heads and the men either have nothing on their heads or have a cap for religious reasons. Women also typically do not have much power in Iraq, so Baker works hard to save her library and does it by respectfully asking for help from the governor and when help is not given, she goes beyond the normal role of women and saves the books with the support of her friends. There is a hierarchy that is represented due to the Middle Eastern culture in the book. Men are deemed more important than women. Also, the governor has a great deal of power and Baker and her friends are just normal civilians. Other aspects that are depicted in the story and illustrations such as people going to the library to read and discuss books, approaching the governor for help, hiding books in a restaurant, renting a truck to move books to homes, buildings, “head coverings,” clothing, palm trees, Iraq’s flag, and soldiers fighting would be found in Iraq during this time. A lot of this information is correct because it is based on a true story and information that was shared in the article. In fact, I would even have to say that the character of Alia Muhammad Baker in the book looks much like the photograph that I saw of her (Winter, R., 2006) down to a patterned “head covering” and dress. Winter did take the time to create powerful illustrations depicting war, dangerous situations, and what life was like during this time. Even though the specific style that Winter uses to paint is not an Iraqi style, it seems to fit the story and create a feel of the country and is pleasing to the eye of readers. Also, the characters do look different from each other even though they are all of the same culture and the style of illustration is very simple. Even though they all have the same skin tone, they don’t look exactly the same and are illustrated with different facial features and different clothing styles. Both Winter’s words and illustrations help to keep the book authentic and correct.
ReplyDeleteThe Iraqi civilians and soldiers and British soldiers are the only people in the book. Actually, I am assuming that it is the British that Winter has put into the book as the “other soldiers.” She does not tell the reader who the soldiers are, but it is the British soldiers that invaded Basra and that come to the door of the restaurant in the article from the New York Times. The picture book does show, who I assume are British and Iraqi soldiers with guns, but not using them directly at each other. When the tanks and guns are being used in illustrations, they are shown as black silhouettes and the reader can’t tell who is who. I particularly like that since this is a children’s book and it allows the reader to focus in more on Baker’s story rather than the war itself and who is fighting. There is never really a feeling that one group is “good guys” and the other is “bad guys.” This is good for young children, but it does leave readers who are older with some questions as to who exactly is fighting in the book and why. Also, no particular cultural group comes in to “save the day” with the library either in this book. Baker and her friends work together to save the books themselves. Winter also never really says if it was Iraqi or British soldiers that burn down the library either. She does not get into the specifics of the war and if it the British fighting Iraqis or trying to help them in this situation. The story focuses in more on when war reaches Basra in 2003 and Baker is removing the books from the library to a safer place. The war is in the background and affecting what Baker is doing, but Winter does not zero in on the particulars of the war in Basra.
ReplyDeleteI can’t personally connect with this book, but I think that like many others, I could make a Text-to-World Connection. There is a lot of strife caused by war around the world lately. People’s special memories, belongings, and history are destroyed each and every day because of the violence and destruction that comes as a product of war. On the news I always see buildings, homes, religious establishments, schools, etc. that are blown up or destroyed because of unrest in certain countries. This book caused me to think about what is in those buildings that might be destroyed. Religious artifacts, books, historical pieces, relics, memorabilia, etc. could be lost. Even people and pets could die. Life and what is important to us and our families, culture, religion, and countries are so fragile. When watching scenes, like what is depicted in the book, on the news seems so far away and not real, but The Librarian of Basra helped me to see how real these situations can be. It is often hard to connect with those videos and photographs that flash by on the news or are published in newspapers and magazines because that may not be what life is like for those who are watching. This picture book would help to raise awareness and allow the reader to see what really happens in those videos and photographs and what is at stake.
ReplyDeleteThis book would be fantastic in classrooms. It could be read to both younger and older students to learn about the Iraqi culture, cultural traditions, themes, historical fiction, social issues, stereotypes, use of illustrations to make ideas more powerful, and author’s craft. A teacher would have to do some preteaching into the subject matter and remain aware of the heaviness of the subject matter that is in the book. This would be especially for younger students and also students who may have parents that are in the armed forces and possible away from home at war. This book would also really allow reader to think critically and discuss issues that arise in the book together and with reading responses and reflections. Teachers with older students could use this book to help ready students for reading novels having to do with similar themes, that are about Middle Eastern culture, include historical fiction, or that are books with strong female characters. I personally would use it in my classroom to talk about Text-to-World Connections and how ideas for books can come from other pieces of writing. Students need to see that ideas for writing pieces can come from so many different places! The Librarian of Basra would be a great resource for teachers to use.
Not only are my own opinions important about The Librarian of Basra, but so are others from readers. Reviewers seem to really like this novel. Most reviewers feel that it is a touching tale and the art is very fitting and pleasurable. Teachers who reviewed the picture book from Education Oasis (2006) feel that “Jeanette Winter does an outstanding job. The tale is simply, yet powerfully told—at once both haunting and hopeful. The bold, colorful, acrylic and pen illustrations adroitly and accurately portray the people and place” (¶ 4). These same teachers felt that it would be used in the classroom well. “If you are looking for quality children’s literature that will generate thoughtful discussion, this is it” (Education Oasis, 2006, ¶ 6). It was also felt that, “The Librarian of Basra is especially appropriate for younger children with its colorful stylized illustrations and simple text” (Roderick, no date given, ¶ 3). The topic of war is displayed in a good way that is not overwhelming. “… The librarian's quiet bravery serves as a point of entry into a freighted topic, and young readers will be glad to learn that a portion of the book's sales will go toward helping rebuild Basra's library” (Mattson, no date given). All in all, this picture book can help readers be aware of war in other countries in a way that is safe and not overwhelming through both Winter’s words and illustrations.
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ReplyDeleteDewan, S. K. (2003, July 27). After the war: The librarian; Books spirited to safety before iraq library fire. New York Times, p 13. Retrieved from www.nytimes. com
Education Oasis. (2006). Review [Review of the book The librarian of basra]. Retrieved from http://www.educationoasis.com/ch_book_reviews/reviews2/librarian _basra.htm
Harcourt Inc. (2007). Interview with jeanette winter, The librarian of basra. Retrieved from http://www.harcourtbooks.com/authorinterviews/bookinterview_Winter.asp
Jeanette winter (1939-) – sidelights. (2009). Retrieved from http://biography.jrank.org /pages/661/Winter-Jeanette-1939-Sidelights.html
Mattson, J. (no date given). Review of the book The librarian of basra. Booklist. Retrieved from amazon.com
Newman, P. (2008). Who wrote that? Featuring jeanette winter. California Kids! Retrieved from http://www.patriciamnewman.com/winter.html
Roderick, T. (no date given). Children's book study guides: The librarian of basra and
alia's mission: Saving the books of iraq. Retrieved from http://www.teachable moment.org/ elementary/iraqstudyguides.html
Saccardi, M. (no date given). Starred review. [Review of the book The librarian of basra]. School Library Journal. Retrieved from www.amazon.com
Winter, J. (2005). The librarian of basra: A true story from iraq. Singapore: Harcourt, Inc.
Nancy Powell
ReplyDeletePalestinian/Mideastern American Picture Book Review
Title: The Librarian of Basra
Author and Illustrator: Jeanette Winter
Copyright Date: 2005
Publisher: Harcourt, Inc.; San Diego, CA
The Librarian of Basra is a true story about Alia Muhammad Baker, the librarian in the town of Basra, and how she rescued seventy percent of the library’s books during the U.S. invasion of Iraq in 2003. After being denied help from the government to move the priceless collection of books out of harm's way, Alia took it upon herself to move the books to a safer location. Soliciting help from neighbors and friends, Alia was able to move the books to a nearby restaurant and eventually to her own house and the houses of her friends. As Alia predicted, the bombing eventually overtook the town and the library went up in flames. At the end of the story, Alia is comforted to know that the books are safe while she waits for peace and the war to end and eventually for a new library.
The author and illustrator of The Librarian of Basra is Jeanette Winter. Ms. Winter has authored or illustrated almost 50 children’s books. Her work has earned her numerous awards. For her work on The Librarian of Basra Winter has received awards including the ALA Notable Children’s Book, Bank Street College of Education Flora Stieglitz Straus Award, CCBC Choices, NCSS-CBC Notable Children’s Trade Book in the Field of Social Studies, Parents’ Choice Recommended Title, and Skipping Stones Honor Award.
As stated in the Christian Science Monitor article (2005) Winter usually tries to visit the places she writes about, but because of the war, she was unable to travel to Iraq. Because of this, she immersed herself into the world of Iraq through books and war photos from the New York Public Library. In addition, winter also found vision from an exhibition found at a gallery in NYC which was entitled “They Still Draw Pictures.” This exhibition was based on children’s artwork, which vividly depicted drawings by children who live in war-engulfed areas. Although Winter did not experience the horrors of war in Iraq, she researched the region thoroughly before writing this book.
Critics praise The Librarian of Basra stating that, “The sparse text accompanied by acrylic and pen illustrations explains the tragedy of war without over-emphasizing the horrors.”(librarything.com,2008) “The illustrations are filled with the rose and violet, blue and gold, russet and orange colors of the desert, and she uses pattern to great effect in the shelves and piles of books, in the dark array of planes and bombs over the city, and in the parti-colored headscarves and clothing of the people of Basra.”(googlebooks.com) The simple, colorful pictures will be very appealing to children. The characterization of the people of Iraq seems to have an authentic look. The librarian herself looks much like the pictures I have seen and although the Iraqi people have similar coloring many of the facial features are distinct from each other.
This story is made simple enough to allow young children to understand how people are personally affected by war without making them feel scared or threatened. It is a wonderful way to introduce world events to children and is appropriate for children of all ages. Rarely do we discuss the war in Iraq in my class and when we do, it is only from the U. S. perspective. This story about the librarian’s heroic deeds would be a wonderful way to begin a conversation about the war and how it affects everyday people in Iraq. It allows us to see the war from a different perspective without placing blame or criticizing either side. Hopefully this book will humanize the Iraqi and Mideastern people to children and allow them to dismiss negative stereotypes they may have heard.
ReplyDeleteAlthough most reviews I read included great praise, there were some people who felt the United States was portrayed in a negative light. They felt that although there was no military named, the soldiers were wearing uniforms like Americans do. In addition, some readers felt that the book made it sound like Iraq was a place of free thinking before the invasion, but after it was filled with soldiers looking to burn books. This sentiment was not how I viewed the book. I don’t feel that Ms. Winters was making a political statement in any way about the United States involvement in Iraq, but rather was writing about the affects of war on common citizens.
The Librarian of Basra provides a great example of what one person or group of people can achieve. As Winter puts it when asked what she wants children to remember about this book, "I would hope that children would take with them the belief that one person can truly make a difference. And that they would remember the bravery of one woman protecting what was important to her, especially when they feel powerless, as we all do sometimes." (Harcourt, 2005) This sentiment is such an important message for children and adults to remember. Many of us may never find ourselves in a situation like Alia did in Basra, but there are many other causes to be fought for and it is important for children to realize they have power to bring about change.
Another interesting angle to this story is the idea that a woman in Iraq can make such a huge impact. Woman generally have very little influence in this country and it is very powerful to see a woman who has contributed so much to preserving her country’s culture and history. Winter’s portrayal of Alia is as an immensely courageous and willful woman who faced great risk to herself to fight for something that she strongly believed in. I think is was great to have a book written about a woman from this region who generally has no power but who performs such a powerful act.
It was interesting to read that some people in Basra looked at Baker as just another looter, but said if she was going to steal something she should have stolen something of more value. Of course, this is comical to Winter and I am sure many who understand that nothing is more valuable than books. The first quote found in Winter’s story is, “In the Koran, the first thing God said to Muhammad was ‘Read.’” (As retold by Winter, 2004) It is through this quote that Winter emphasizes the immense importance of books. This theme of how priceless books are clearly runs throughout the story. According to Winter, “What Alia realized was that without books, you lose history, culture, the rich exchange of ideas.” (csmonitor.com, 2005) Winter’s message of the vast importance of books is surely a great one to explore with children.
ReplyDeleteA personal connection I have with this story is that my nephew fought in Iraq and Afghanistan. He often spoke of the people, especially children, who are just regular people. We often forget that it is not just buildings being destroyed, but books and homes and people’s lives. This story is a gentle reminder to us that there is a war still raging and it is important to realize the lives it affects. It reminds us of the heroes. I also think of the U. S. soldiers as heroes for the freedom they have brought to many and for the kindness they have shown. My nephew often talked about how the soldiers would play with the Iraqi children and give them gifts. I plan to use The Librarian of Basra to talk with my sixth graders about the many heroes of the war, both Iraqi and American.
References
http://childrensbooks.about.com/od/productreviews/fr/librarian_basra.htm
http://www.csmonitor.com/2005/0222/p18s01-legn.html
http://books.google.com/books?id=N3HdRn6S9GkC&sitesec=reviews&source=gbs
http://www.harcourtbooks.com/authorinterviews/bookinterview_Winter.asp
http://www.harcourtbooks.com/BookCatalogs/bookpages/9780152054458.asp
http://www.librarything.com/work/57496/reviews
http://www.teachablemoment.org/elementary/iraqstudyguides.html
Winter, J. (2005). The Librarian of Basra. San Diego, CA: Harcourt, Inc.