Latin@s in Kid Lit at the Library: Interview with Crystal Brunelle

By Sujei Lugo

The Latin@s in Kid Lit at the Library series focuses on interviews with children’s librarians, youth services librarians, and school librarians, where they share their experiences, knowledge, and challenges using Latino children’s literature in their libraries. In this second entry of this series, I interview Crystal Brunelle.

Crystal is a library media specialist from Wisconsin. In times when schools and their libraries are impacted by budget cuts, closings, and lack of institutional and government support, there are still school librarians and media specialists striving to support their students, teachers and community.

Crystal Brunelle
Library Media Specialist, Northern Hills Elementary School, Onalaska, Wisconsin
Blogger for (co-founder) and (personal blog)

Tell us a little bit about yourself, your identity, and your library.
I am a white mid-westerner with German ancestors. My family moved many times, so my childhood years were spent in various cities in both Texas and California. I was an elementary school teacher and a certified ESL teacher for eleven years before coming to live in the Midwest.

I started working in libraries when we moved to Wisconsin and have loved making that transition. When we came here, it was clear that some of my students had a rather limited view of the world and though our library had some diverse titles, there weren’t nearly enough. I want our students to have plenty of books available so they can see other ways of living, and I want to make sure that all of our students have books that are mirrors reflecting their lives. 12-15% of our student population is Hmong, so the first author visit was with a woman who had written a book featuring a Hmong family and was written in English but also had Hmong text alongside. As I prepared the classes for her visit, what surprised me was that the word bilingual was virtually unknown for most of my students. That’s when I also started acquiring more bilingual materials in a variety of languages. I shared about that experience in more detail at the Nerdybookclub blog.

What process does your library take to select and acquire Latino children’s books for the collection? Do you have any input in this process?
As the Library Media Specialist, I have the responsibility of choosing all of the materials in the collection. Before Latin@s in Kid Lit came on the scene, I relied on the Pura Belpré Award, The Tomás Rivera Award, and The Américas Award for titles. More recently, I’ve been participating in the Latin@s in Kid Lit Reading Challenge which has provided me with a lot of more book titles. I’ve also had the opportunity to review several books published by Piñata Books for Children, a division of Arte Público Press.

What type of children and youth programming does your library offer using Latino children’s literature? How frequently?
I focus on Latino children’s literature during Hispanic American Heritage Month and in the past two years, I have also added El Día de los Niños to our activities. Beyond these two major events, I have many lessons that center around Latino works. A few examples are our first grade author study of Yuyi Morales, our second grade biography lesson using the book Tito Puente, Mambo King/Rey Del Mambo by Monica Brown and Rafael López, and a poetry lesson in fifth grade that includes poetry from Francisco X. Alarcón. I generally try to infuse Latino lit throughout many lessons and activities, though, so we see it all year long. An example of this is when we have a lesson about giving thanks and I share Pat Mora’s Gracias/Thanks along with Giving Thanks: A Native American Good Morning Message and Thanking the Moon: Celebrating the Mid-Autumn Moon Festival.

In terms of promoting events and community outreach, what does your library do?
This is an area that I am working on and have begun to make some progress. I oversee the fifth grade students as they create video announcements for the school. They’re posted on our school YouTube channel for parents and the community to view. This past summer was exciting because I asked for and received funding to have the library open during the summer. I only had two hours every other week, but it meant that students in walking distance (we are a neighborhood school) could come get library materials all summer. It wasn’t as well attended as I had hoped, but it was a start and something that I will publicize more in the future.

What is the reaction of kids, teens, and families regarding Latino children’s books and programming? And the reaction of your co-workers and library staff?
I have had very positive reactions to the inclusion of more Latino children’s materials. One of the families that came in during the summer library times (they speak Spanish at home) checked out a pile of books and were happy to even find a wonderful bilingual board book, Global Babies. The mother said she was happy to have that one (Global Babies) because that way the father could read to the baby in Spanish.

I know our English Language teacher has also been very happy to have the materials available. We don’t have many students with Spanish as their first language, but it helps so much with the few that are here and especially when we have a newcomer in the district. I love seeing the eyes of my Latino students light up when they hear or see Latino materials being featured in class. In addition, students who only know English enjoy experiencing other languages. They also seem to like seeing me working a little harder when I read aloud a book that includes Spanish text.

Any challenges regarding the acquisition of Latino children’s books or your programming? What would you like to do in terms of programming that you haven’t been able to?
There is nothing preventing me from buying more except budget limitations. I would like to expand our El Día de los Niños celebration beyond the school day with a family event. We’re going through a major building renovation so that isn’t a reasonable task for this coming spring due to space constraints, but it is something I will strive for in the future.

Do you address issues of prejudice and oppression in your library through and in children’s books?
Yes, this is something I address specifically in the fourth and fifth grade classes, but at a more subtle level in the younger grades. In line with the common core standards, I’m working to help students learn to read critically and to ask questions such as: who is telling the story, what is their perspective, is there a voice or perspective that is missing, and do we see evidence of bias or stereotypes? I could just tell them which books have issues, but I won’t always be with them and I want them to be able to spot problems on their own.

Any advice for other librarians/educators who would like to use and incorporate Latino children’s literature into their programming?
There is a lot of fantastic Latino children’s literature out there (see this SLJ post about that) and it isn’t just for Latino children. Even if your demographic doesn’t include many Latino patrons/students, these books can be a wonderful addition to your library. We have to move away from the idea that Latino literature is only created for Latinos. Latino literature can and should be present in book displays throughout the year and featured in story times or lessons across all kinds of topics. We have a small number of Latino students at our school, but I don’t just purchase Latino children’s materials for them – they’re beneficial to all staff and students.

Which are the most popular Latino children’s books at your library?
The most popular Latino books in my library are Niño Wrestles the World, Just a Minute, Gracias, Mi Familia Calaca, Dalia’s Wondrous Hair, Dora the Explorer books, Maximillian & the Mystery of the Guardian Angel, and in non-fiction, the series Superstars of Soccer: Mexico.

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And finally, which Latino children’s books do you recommend?
To increase the amount of books I can recommend, I’m listing authors. If I only listed my recommendations from Yuyi Morales, the list would already be lengthy.

Picture Books by: Francisco X. Alarcón (poetry), George Ancona (non-fiction), Monica Brown, Laura Lacámara, Yuyi Morales, Pat Mora, Gary Soto, and Duncan Tonatiuh

Middle Grade by: Alma Flor Ada, Julia Álvarez, Margarita Engle, Jack Gantos, Xavier Garza, Meg Medina

Young Adult by: Patrick Flores-Scott, Sonia Manzano, Guadalupe Garcia McCall, Meg Medina, Benjamin Alire Sáenz, Alex Sánchez, and Francisco X. Stork.

Latin@s in Kid Lit at the Library: Interview with Patricia Toney

By Sujei Lugo

Long overdue is the need of a myriad of children’s books that embody the diversity of our communities and society. Children and adults of all backgrounds should have the opportunity to be exposed to historically untold and misrepresented stories in children’s literature. For years, educators, authors, librarians, illustrators, scholars, parents, and other community members have challenged and critiqued the gaps and invisibility of diverse populations, as well as stereotypes and inaccuracies present in children’s books. Although there have been several efforts to expand the availability of diverse children’s literature (The We Need Diverse Books campaign comes to mind as a recent example), the percentage of diverse titles still doesn’t reflect the world around us in terms of numbers and cultural experiences. But despite these problems, flourishing from this serious gap (and misrepresentation) inside the children’s literature world, we have encountered great titles that portray the Latino experience and Latinos/as in the United States.

Organizations like REFORMA (The National Association to Promote Library & Information Services to Latinos and the Spanish Speaking) and initiatives like Día de los Niños/Día de los Libros and the National Latino Children’s Literature Conference are constantly advocating and promoting the incorporation of Latino children’s literature in library collections and programming. Several awards such as the Pura Belpré Award, Tomás Rivera Mexican American Children’s Book Award, International Latino Book Awards, and Américas Awards, also play a role in acknowledging Latino children’s literature. All these initiatives help in raising a much-needed awareness of the existence of Latino children’s books, but, in addition to celebrating and promoting them, an urgent need exists to incorporate and use  these books in our classrooms and libraries.

We need to keep in mind that two pivotal places where children constantly interact with books and stories are schools and libraries. How are librarians bringing Latino children’s books to children? How are they incorporating them into their collections, school curriculum, and programming? In a bid to try to answer these questions I decided to develop a series of interviews with children’s librarians, youth services librarians, and school librarians, where they can  share their experiences, knowledge, and challenges dealing with Latino children’s literature. Although there are great resources and literature that can serve as guides to Latino children’s librarianship (Celebrating cuentos: promoting Latino children’s literature and literacy in classrooms and libraries, 25 Latino craft projects, Programming with Latino children’s materials: a how-to-do-it manual for librarians, and Serving Latino communities: a how-to-do-it manual for librarians), the communities that libraries serve are different and constantly evolving. Librarians are met with the ongoing challenge to stay up-to-date and relevant to their needs.

In this first post of our Latin@s in Kid Lit at the Library series, I’m honored to interview Patricia Toney, a fellow librarian and REFORMA member and great advocate of diversity in children’s librarianship.

Pat Toney Librarian

Patricia Toney, Bilingual Children’s Services Librarian
San Francisco Public Library

Tell us a little bit about yourself, your identity, and your library.
As the offspring of parents who immigrated from Guyana and Costa Rica, I identify as Afribbean. I’m a native of Southern California who grew up in a working class Spanish speaking community, and who later moved to the San Francisco Bay Area to attend University of California, Berkeley. I have a master’s in Counseling Psychology and a second master’s in Library Science. I started my professional career in International Student Services, then I worked in Student Counseling, and now I’m in my third career as a librarian.

I’ve been working at San Francisco Public Library (SFPL) for three years; moving up from temporary, to part-time, and finally, to full-time a year ago. SFPL serves a linguistically diverse community. I work at the Main Library and I’m in charge of providing Spanish language children’s services to families in Tenderloin, San Francisco, an economically challenged and densely populated part of the city.

What process does your library take to select and acquire Latino children’s books for the collection? Do you have any input in this process?
We have a dedicated Spanish language collection development committee and individual selectors for specific genres. My position as a Bilingual Children’s Services Librarian holds a provisional seat on the Spanish language selection committee, so my input on children’s material selection is welcomed.  Committee members regularly attend book fairs such as FIL (Guadalajara International Book Fair) and I annually attend the Bibliotecas Para La Gente Book Fair.

What type of children and youth programming does your library offer using Latino children’s literature?
I conduct a weekly bilingual family storytime and system wide we host five Spanish and Bilingual (English-Spanish) storytimes a week. We also have a ¡Viva! Latino Heritage Month Celebration, which includes music, dance, crafts, food, and films. This year, I hosted a Zumba program at my location and a Día de los Muertos altar. Also, at the end of our summer reading program, I hosted an afternoon of Lotería.

In terms of promoting events and community outreach, what does your library do?
In addition to word of mouth, social media, and printed announcements, we have four bookmobiles which traverse the city. The library recently took part in Sunday Streets-San Francisco (open street event), the Friday Night Market and Litquake (San Francisco Literary Festival). The San Francisco Public Library, Mission Branch (located in a historically Spanish speaking neighborhood) hosted a memorial reading in honor of Gabriel García Márquez during Litquake.

What is the reaction of kids, teens and families regarding Latino children’s books and programming? And the reaction of the library staff?
Children spark up when they hear or see something that is familiar to them. Parents appreciate the opportunity to share their home language with others in the community.  Colleagues and library staff are generally supportive of diversity in action. One of the library’s strategic priorities is to have “collections, services and programs that reflect diversity and inclusion.

What would you like to do in terms of programming that you haven’t been able to?
I would ideally like to hold monthly evening programs for Spanish speaking families. Tenderloin, San Francisco is a socially-oriented rich community, so there’s a lot of competition for evening programming. So not a lot of families come to the San Francisco urban civic center area for evening programs.

Do you address issues of prejudice and oppression in your library through and in Latino children’s books?
As a member of the Association of Children’s Librarians of Northern California, these issues are always addressed. SFPL has a commitment to diversity and the book selection committee takes racism and oppression into consideration before buying a book. With the population I serve, I tend to address sexism and ableism more than racism. I am always open to discussing these issues when children ask and point out opposing viewpoints and when I hear biased language. I like to give patrons the option to think for themselves.

Any advice for other librarians who would like to use and incorporate Latino children’s literature into their programming?
Latino children’s literature isn’t just for Latinos. One can incorporate Latino children’s books into book displays, class visits, and recommended reading lists.

Which are the most popular Latino children’s books at your library?
I have to say that most of our popular titles are the Spanish language translations.

And finally, which Latino children’s books do you recommend?
Anything written by Monica Brown, Yuyi Morales, or Gary Soto; Anything illustrated by Rafael López or Jose Ramírez; Esperanza Rising by Pam Muñoz Ryan; The Revolution of Evelyn Serrano by Sonia Manzano and I’m currently reading Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz.

Guest Post: Author Danette Vigilante on the Importance of Dream Seeds

By Danette Vigilante

When a dream seed is planted and watered everyday, it has no choice but to grow and blossom. You might be wondering what in the world a ‘dream seed’ is, so I’ll tell you.

A dream seed is usually planted deep inside you when you’re a child. It could come from the smallest of compliments such as, “You’re really good at (fill in the blank)” or “I really like (fill in the blank) about you.”

In my case, my dream seed came from the pen of my fifth grade teacher. This realization didn’t hit me until I was well into adulthood. Like, WELL into it. As a matter of fact, I went years being somewhat envious of people who spoke of a special teacher who had planted their dream seed early on in their lives.

We’ve all seen talk shows where a beloved teacher is surprised by an old student who grew up into an awesome adult doing awesome things all because of this teacher. Yes, I felt happy for these people, and even shed a tear because their meeting was so touching. Plus, I absolutely love when people achieve their goals in life. But I also held a question quietly inside. It’s a question I’m not too proud to admit I had. I wanted to know where my dream-seed-planting-teacher was when I was growing up. Wasn’t I good enough? Worthy enough? Wasn’t there a teacher somewhere in my young life who cared?

Getting back to my fifth grade teacher and what she wrote with her magic pen. It was one simple sentence on the back of my report card: “Danette needs help in reading.” Those five words ignited a fire in me, and I ran to the library in order to put it out. And by ‘put it out,’ I mean I began reading as if my life depended on it. To be honest, part of that was because I wanted to prove my teacher wrong. I needed help with reading? My attitude was, “Humph, I’ll show you.” Did I mention I was in fifth grade?

I’d spend whole days in my bedroom reading, and when it was time for bed, I read beneath the covers using a dollhouse lamp until I could no longer keep my eyes open.

I loved the smell of the library, the small creaking sound the books made when you first opened them. I loved peeking underneath the plastic covers to see what the “real” cover looked like. I especially loved how the library made me feel: independent and strong.

I’d look at all those shelves filled with books, catch my breath, and wonder which ones I would choose that day. Once decided, I’d pile them up and excitedly carry them home.

My dream seed began to take root in the form of a teeny, tiny thought— maybe one day I could write a book. The thought was almost silent, but it had always stayed by my side, patiently waiting.

You can imagine how overjoyed I was to finally recognize that I, too, had a teacher who had gifted me a dream seed. It doesn’t matter why I had “watered” it, the most important thing was that I did.

Danette_Vigilante_head_shot_high_resDanette Vigilante grew up in the Red Hook Houses in Brooklyn, New York. She now resides in Staten Island with her husband, two daughters, two puppies, and a cat with a bad attitude. Danette is the author of THE TROUBLE WITH HALF A MOON, a 2012-2013 Sunshine State Young Readers award nominee, and SAVING BABY DOE.