Tag Archives: For the love of reading

Teacher Heart

Anyone else remember this?

Anyone else remember this?

Lately I’ve been thinking a lot about teacher questioning and class discussion. I’ve been mulling over what it takes to get students engaged in what my literacy textbook calls a “lively discussion” about a text (which, as it turns out, is apparently the best way to enhance students’ reading comprehension). Those thoughts led me down the primrose path to Deep Thoughts about learning, memory, and the conditions required for obtaining new knowledge and retaining it. (I know you can feel your eyes glazing over, but please bear with me! I’m going somewhere good, I promise!)

buellerMy thoughts wandered to my own experiences as a student. I tried to remember if I had ever had a teacher who asked the kinds of questions that aroused my and my classmates’ attention enough to have even a halfhearted discussion about a text, much less a lively one. Lo and behold, I did have a teacher like that–my 11th grade Honors English teacher.

What stands out in my mind today is a vivid memory of discussions about The Great Gatsby–the symbolic meaning of West Egg and East Egg, the literary devices gatsby green light quoteFitzgerald used to foreshadow the disastrous outcome of Gatsby and Daisy’s ill-fated love affair, and what the green light really represents. (In case anyone else is doing the math, I was a junior in high school 24 years ago, so my remembering anything from any class is pretty remarkable.) Other, seemingly unrelated details come to my mind, like where I sat, the color of the louver blinds covering the windows, and the expression on my teacher’s face as she facilitated the discussions.

ad44As I reflected on how she taught, I wondered how she came up with those excellent questions. Back then I was a painfully naive 16-year-old, and I assumed she just dreamed up such wonderful questions on the fly, kind of like pulling a rabbit out of a hat. Now I realize that she spent time and effort designing questions with the express purpose of eliciting the kinds of responses that would result in lively discussions.

The thing is–and this is where it gets good, so hold on just a bit longer–this teacher was tina-fey_2more than just a teacher to me. She was the first person in my life who made me feel like a person and not just a dippy kid. She interacted with me in a way that affirmed my hope that I was becoming an individual who could and should make things happen for myself. She asked thought-provoking questions even outside of class and about the trivial details of my life, questions that forced me to begin thinking critically about what I believed in and what was important to me. What’s more, her interest in me seemed genuine, even though she taught 3 or 4 different English classes every day to at least 100 other students.

There’s this quote by Maya Angelou that I keep seeing everywhere, and she says it much better than I ever could: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” I guess what I’m saying here is that all the research-proven teaching strategies in all the world don’t mean anything if there’s no heart behind them.

  • Highly recommended, probably required, and perhaps mandatory reading for all who have not, yet: Thank You, Mr. Falker by Patricia Polacco. For the rest of us? The Secret Remedy Book by Karein Cates, delightfully illustrated by Wendy Anderson Halperin. I hear that with a small modification in paradigm, I can learn how to be that “teacher heart” I’ve mentioned.
  • (Read them! If you’ve already read both, read them again! You can thank me later.)

Posted by Karen Rapier, a senior in Elementary Education at Utah Valley University, in Orem, UT

Can’t Help Falling…

£££-Blown-Up-House

The state of my house since school started

Beloved reader, it has been six weeks since I last posted. Six weeks! According to the Internet, that’s how long it took Charles Dickens to write A Christmas Carol. (If it’s on the Internet, you know it’s gotta be true.) I hear you asking me, “What’s the deal? Why has it taken so long to write a new post???” Well, I’ll give it to you straight. School started, and life blew up. Kaboom! (From the looks of my house right now, this might literally be true.)

So much has happened since early August. There are countless tales of triumph and woe I could tell. The most exciting thing to happen, however, is that Fall Foliage Watch 2014 has begun chez UVU Forum on Engaged Reading. That’s right–here at FTLOR Central we’re anxiously scanning the majestic mountains of Utah Valley for blips and pops of scarlet and ochre. Fall could happen any day!

goodbye august, hello september

I adore fall. It’s always been my favorite season. (Confession: This might have something to do with the fact that my birthday comes around this time of year.) I know springtime is a favorite for many, but for my money you can’t beat the crisp air, vibrant color, and dappled golden sunlight of late September and October.

For the full fall experience, one of the most beautiful places in all the world in mid October is Park City, Utah. I’m not a skier so I can’t comment on its beauty (or lack thereof) during the winter months, but the beauty of October in Park City and the surrounding area takes my breath away! The scrub oak turns shades of crimson, and the aspens shimmer with burnished gold.

October 6, 2013: Fall colors on Pinecone Ridge near Park City, Utah

October 6, 2013: Fall colors on Pinecone Ridge near Park City, Utah

alternative-health-care-choices-for-chronic-painAs luck would have it, there’s something wonderful happening in Park City toward the end of next month. That’s right, it’s the Fourth Annual Forum on Engaged Reading on October 23-24 at The Chateaux Resort in Deer Valley! On account of my connections with some Extremely Important People, I managed to get a sneak peek at the program, and as I read over it I began sweating bullets. Why? Well, based on what I read, each session is jam-packed with charismatic presenters and irresistible ideas. How will I possibly choose one presentation when I need to be at all of them?

hermione-granger-galleryUnless I stumble upon a Time-Turner over the next month and manage to split myself several ways a la Hermione Granger, I think the obvious strategy here is to divide and conquer. So who’s going? Let’s divvy up the schedule and draw straws. I’ve got dibs on Gene Nelson’s Books 4 Boys presentation!

All In The Family

What could go wrong?

Yesterday my brother and his wife welcomed their sixth child and my parents’ 20th grandchild into the world. I’m the mother of four of those 20 grandchildren, which makes me an aunt to 16 smallish people. I love being an aunt! Compared to parenthood, it’s a trip to Disneyland. As the oldest of five children, I feel it’s my sacred duty to recount to my nieces and nephews all the hairy details of their parents’ early years. I might embellish a bit from time to time, but it’s mostly all true.

I’m still learning how to be a teacher, but I’ve been a parent for almost 18 years now (how time does fly when you’re having fun!). In thinking about families and teaching, Super Genius 1it occurs to me that families are a child’s first teachers and home her first school. The instructional methods vary widely; there’s no prior-year CRT or curriculum map for a kindergarten teacher to review. Nevertheless, children learn a great deal from their families, and a smart teacher is mindful of the many ways students’ family backgrounds affect an individual student’s educational outcomes and, in a broader sense, the classroom dynamic.

Calvin and Hobbes, by Bill Watterson

The summer is fast winding down to a close, and that means it’s time for family reunions. In fact, I’m scheduled to attend one next week. I’m looking forward to watermelon, green grass, delicious salads, sticky children, and clusters of chatty grownups.

dcnr_20028359

Thinking about the reunion reminded me of one of my favorite children’s books! I read this book for the first time about five years ago, when it came in a group of Newbery-award-winning books I had purchased through school book orders. It’s called The Relatives Came, and it was written by Cynthia Rylant and illustrated by Stephen Gammell. 

I don’t think it’s the kind of book I would ever have picked up on my own, but the first time I read it to my children, I knew it meant something special to me. The story, told from the perspective of a first-person omniscient narrator, begins by detailing the narrator’s relatives’ long trip from Virginia to visit. The joy experienced by each member of this extended family as they see and greet and love each other again is plainly evident through the pictures and the words.

I can envision this book used as the anchor text for a first-week-of-school lesson plan for language arts. First, ask students if they have ever attended a family reunion, especially during the previous summer. Invite several students to share their experiences. Next, play this YouTube video for your students–it’s a read-aloud of The Relatives Came. Ask the students how the relatives felt about each other and what words the author used to communicate those feelings.

edoutreach_1Next, have the class participate in a graffiti shared-writing experience; you might have different writing spots where students share what family reunions look like, smell like, and feel like. Then assign the students to write about a family reunion they have attended using as many descriptive details and words as they can. Ask them to include a “family picture” that would have been taken at the reunion.

Once the students have completed the assignment, don’t forget to allow a few students to share their stories and artwork with the class, and while they do, emphasize that everyone’s family is different and special because of its unique ways. This lesson is especially effective at the beginning of the school year because some students experience new-school-year jitters, and thinking about their families can bring feelings of comfort and security. Moreover, our students’ families play a dramatic role in shaping their identities, and when we honor their families, we demonstrate that our classrooms are safe places for our students to learn and grow.

More books for celebrating extended families:

Aunt Claire’s Beehive Hair by Beborah Blumenthal, AuntCLAIREillustrated by Mary GrandPré (2007, Pelican);

What a Family! WhataFAMby Rachel Isadora (2006, Putnam)

Me and My Family Tree me & famTREEby Joan Sweeney, illustrated by Annette Cable (2000, Dragonfly Books)

In My Family/En mi familia by Carmen Loma Garza, In-My-Family-En-Mi-Familia-9780892391639illustrated by Annette Cable (2000, Children’s Book Press)

 

Posted by Karen Rapier, an elementary education major at Utah Valley University in Orem, UT

Tiny Gardens, Young Minds

I think I went to school with that guy...

I think I went to school with that guy…

Earlier this week I tweeted and posted a thing or two on Facebook about fairies–books that describe them, gardens that welcome them, and adventures in finding them. Since then I’ve been thinking a lot about how to incorporate a study of fairies into the classroom. Hold on a second! I know what you’re thinking: “C’mon, are you serious? If I started teaching about fairies, I’d have a flood of parent complaints. If I’m going to do that I may as well enroll a chimpanzee as a student in my class and call it an ‘educational experience’!”

Bear with me for a minute. Without question, the first order of business would be to send home a well timed and carefully worded note that clearly explains the unit you have planned and details the pedagogical value of the unit on fairies. You’d be sure to make clear that you can neither confirm nor deny the existence of fairies to your students, which is best handled by your students’ families. Now you’re asking what I might possibly find in a study of fairies that could have pedagogical value, and that’s a valid question. The following is my answer, which I hope you will find not only legitimate but persuasive as well.  

MiniFairyGarden_top1

The Utah Core Standards for social studies in kindergarten, first, and second grades state that students will be able to use geographic tools and skills, including maps and globes, and 1364782980_1understand map legends and directions. Now, because of that wonderful semester I spent in Educational Psychology (I’m serious! It was hard, but it was also really fun) learning about Gardner’s theory of multiple intelligences, I know that some students’ learning styles are better suited to visual/spatial, bodily/kinesthetic, and naturalist approaches.

I think you know where I’m going with this one. That’s right, a fairy garden is little more than a diorama of a physical (either real or imagined) space, combined with soil, plants, and other living and nonliving natural features. Because it is a 3D representation, it benefits visual and kinesthetic learners. Its use of plants, rocks, and natural objects facilitates learning for those who lean in the naturalist direction. A fairy garden can include houses, streets, signposts with directions, water features, even tiny human people. Depending on how the garden/city is laid out, students can gain a clearer sense of Core Standards concepts such as “grid,” “landmark,” and “compass.” Moreover, because it’s a fairy garden, the unit satisfies a science Core Standard with regard to examining living and nonliving things (such a multi-tasker!).

moreI think I’ve made a fairly strong case for this idea, but I’m not one for resting on my laurels. That’s why I’ve come up with even more applications. In Writers’ Workshop, why not encourage students to write stories set in the class fairy garden? Instruct them to visually examine the garden and then include those details in their writing, so that someone who hasn’t had a chance to see the garden personally can still imagine what it looks like.

Here’s another idea–as a class, identify a tiny object that can be moved within the fairy garden. Explain to students that as soon as they get to school tomorrow they will want to search for and find the object. Then, after students have gone home for the day, hide the object in a particular place in the garden. For bell work the next morning, have students find the object and write a short paragraph describing its specific location in the garden. Emphasize that they should use directional and measurement words. Collect the responses and pull them randomly to read aloud. The first student whose response correctly describes the location of the target object can have the chance to hide the object for the next day.

Once upon a time in a quiet, peaceful village lived a....

Once upon a time in a quiet, peaceful village lived a….

At this point you’re probably thinking you might be able to do this with your class, but you’re not sure where to start. How about this–collect students’ milk containers, rinse them out, and have students make them into houses and other buildings in the fairy garden. In the note you send home explaining the project, tell parents that students are welcome to contribute craft supplies, plants, and other small objects lying around the house. Ask students to gather pebbles, twigs, acorns, pinecones, and other interesting items in nature. Consider writing a grant proposal and submitting it to local garden centers, asking for donations of soil, plants, and a large container for your garden. More than anything, keep it simple and cost-effective, and as a teacher, you’re already really good at that!

Posted by Karen Rapier, an elementary education major at Utah Valley University in Orem, UT

Mrs. D Taught Us!

This week the “For the Love of Reading” conference is celebrating National Library Week.  And who loves guylibrarianreading more than librarians?  Librarians are no longer just keepers of books, but a valuable instructional resource — a co-partner in teaching students skills in information-gathering, critical thinking, and evaluation.

Last week a friend came over to my house for some help with her research.  I got her into one of the university’s databases and had to leave to answer the door.  When I returned there was my 13-year-old daughter explaining boolean logic to her like it was her native language!  “The more terms you enter, the more narrow your search will be,” she said…and on and on.  I secretly wished that having a librarian mom was the reason she was so well versed in research lingo, but unfortunately it was not.  “Where in the world did you learn all that?” librarianHELPSI asked.  “Mrs. D taught us,” she said as she zipped out of the room.

Mrs. D., her librarian from elementary school, was a “partner in crime” with the teachers for school projects and papers.  She didn’t just sit behind a desk and check out books.  She was a librarian on the move, working alongside teachers to educate students in information literacy, literature and loving to read. LBlibraries

How can we as parents and educators support libraries and librarians’ efforts to instill a love of reading in our children?  The American Library Association offers these tips:

  1. Get to know your school librarian. Ask what the needs are and how you can help. Donations of books and equipment such as computers and video players may be welcome. Offer to volunteer your time.
  2. Join the Friends of the Library, a support group of volunteers who provide fundraising and other assistance. If there is no group, offer to start one.
  3. Help your child be school ready. Enroll your preschool child in story-hours and other programs at the public library. childCOMPlibraryMake sure your child has a library card and knows how to use it. Read together with your child. Research shows that children who are read to in the home do better in school.
  4. Be a role model. Let your child see you reading at home. Help your child explore new technology. Many school and public libraries make computers available for public use. Feel free to ask for assistance. DCC-library1
  5. Support legislators who support libraries and education. Let them know you think the two go together and should be a high priority.

See “The School Library: What Parents Should Know”

Posted by Kim Rollins. Kim has a Masters of Library and Information Science degree from Brigham Young University and is a librarian at Utah Valley University.

Jumping on the POETRY bandwagon…

I’m not really one for jumping on the bandwagon of national-this-or-that days, weeks or months. I promise…  I don’t even do much celebrating of less-than-national days, such as my grown kids’ birthdays (I live in shame for this), my own anniversary national-poetry-month(I go to therapy for this), or  National Day of Prayer (I go to church for this). However, there is one month-long celebration that I’m all in favor of. I go to great lengths to celebrate this one: National Poetry Month. As a passionate proponent of “doing” poetry with children in order to convince them that words are their friends (and very playful ones, at that), and as a “Ralph Fletcher convert” to poetry writing that every child can do (love, LOVE his book, Poetry Matters: Writing a Poem From the Inside Out), poetry mattersI simply cannot resist building my own “bandwagon” and inviting my students, my family, my friends, and you, Dear Reader, to jump onboard!

Here are three elementary-teachers-should” truths that I know about …poetry cover1.   Elementary teachers should  have favorites – favorite poems and favorite poets.

2.     Elementary teachers should collect brief, clever, and delightful examples of poetry with which they can delight and entertain their students.

3.     Elementary teachers should nurture the natural poets children are, rather than assigning poetry.

Here are three elementary-teachers-shouldn’t” truths (I know these truths, thanks to Mike Tunnell & Jim Jacobs):

1.     Elementary teachers shouldn’t force and over-do poetry memorization & recitation.

2.     Elementary teachers shouldn’t force/assign all students to write poetry (particularly with rigid parameters, no matter how many lines or syllables called for).

3.     Elementary teachers shouldn’t force/assign heavy-duty analyzing of poems for their structures and meanings.

And finally, here are three elementary-teachers-can” truths that I know about poetry:

1.     Elementary teachers can  entice children with contemporary poems with humor and some sort of rhythm and rhyme.

2.     Elementary teachers can  empower children with writing poems when they demand fewer conventions and permit “poetic license.”

3.     Elementary teachers can inspire children as poets when they show them that (Ralph Fletcher’s idea here) writing a poem for someone is like giving blood.  It goes from the heart of the giver to the heart of the receiver. (I know, isn’t that brilliantly poignant?)

Are you ready to put your own poetic license“Poetic Teaching License” to work? Needing ideas for some fresh poetry to delight, entice and empower your students?  mooseThe scope of this blog post cannot include everything I wish teachers could know, understand, and do about poetry.  But I cannot resist an opportunity to unload a few things from my bandwagon, and leave them with you for yours:

Check out the Classroom Bookshelf Blog  and scroll through everything you will need, including book reviews, teaching ideas, and supporting resources.  Be sure to “search” the archives for the many new and wonderful poetry books they have included on their site!  Then…  well, in the words of Beatrice Schenk de Regniers,

“Keep a poem in your pocket and a picture in your head and you’ll never feel lonely…”PocketFULofPOEMS

Posted by Nancy Peterson, Ed.D., Professor of Elementary Education at Utah Valley University, and Co-Chair of “For the Love of Reading” conference. 

I need to read like a boy…

That’s right – I said read like a boy.  I’m a girl, all grown up, having raised a boy who is now all grown up, and I still do not know what it is in a book that will capture a boy’s heart and soul boys1girl lovingBOOKSand help him become a reader for life.  I do know that all three of my girls loved being read to from the first moment I did it.  All I had to do was hold them close, let them see the book, and let them feel my love for them and the words and the illustrations. Once they grew out of my lap for story time, all I had to do was lie down on the living room floor, or the bed beside them, and read. Reading “like a girl” was easy, and I loved it!

My son, however, was a different story.  “On-the- lap” story time for the two of us was short-lived because boyENGINEERI mother_reading_to_baby_boycouldn’t get him to stay there long enough for a story!  He was one of those kids who love taking things apart and playing with all of those parts.  Maybe some of your daughters do that, too, but this was my experience only with my son. I will love Eric Hill Eric_Hillforever.  My discovery of his lift-the-flap books about a puppy called “Spot,” finally did reward me with a daily story in the lap, and together we discovered many other delightful, engineered books. We had just a few weeks of “in the lap” story time. Before long, I passed him off to some wheres-spotwonderful, book-loving teachers who introduced him, Where's SpotINSIDEthrough a journey unknown to me, to fantasy and science fiction, which he continues to read … and write!

Once I passed my son to those teacher-guides, I went back to my own choices for reading, and I never figured out the key to getting real_men_read_sweatshirtguys to read.  I know that guys reading Young_boy_readingis a cause that has been taken up by many authors out there, and I’m willing to take a look at what they have to say, and to learn from them.  But in the end, I really would like to read like a boy.

I found someone to emulate!  In her blog entry on July 15, 2011, Ruth got my attention! (I just love the blog’s title). In this blog entry on “Teaching With Joy and Purpose” I find good company, and an example for my quest to “reading like a boy.” Here are Ruth’s own words:

“What I have realized is that even if I’m familiar with titles and authors and summaries and reviews, truly connecting with readers is hard when you don’t ever read the same kinds of things they do. Besides, my selections for read alouds, book clubs, reading groups and even independent reading suggestions may make it hard for student readers who are not drawn to the same type of reading I am. The other problem is that I end up with very limited experience to draw upon when supporting these readers. I may not understand as a reader how these texts are set up, how the plots tend to work, or what strategies may really help readers navigate and understand and enjoy and share with others what they are reading.”

Ruth is so right!  And she confirms my belief in her as a model to follow by sharing her personal list of books for readingBoys_Reading that summer.  Since at least 1,000 new books for boys have been published since Ruth’s list, I would love to hear about recentBD1234-001.jpg “boy books” that you, readers of this blog, have discovered since 2011.  Please share!

The Toilet Paper Tigers (G. Korman)

Oggie Cooder (S. Weeks)
A Whole Nother Story (Dr. C. Soup)
The Spiderwick Chronicles, Book 1 (H. Black, T. DiTerlizzi)
100 Cupboards (N.D. Wilson)

Fablehaven, Book 1 (B. Mull)                  childrens-books

The Unusual Mind of Vincent Shadow (T. Kehoe)

Powerless (M. Cody)
Stink-o-pedia (M. McDonald)
NERDS: National Espionage, Rescue, and Defense Society (M. Buckley)

And, if you happen to be in the market for a good, recent list yourselves, consider coming to UVU’s Forum on Engaged Reading this coming September 19th  and 20th in Park City, Utah.  GuyREADINGsteveLAYNESbkJoining us to inspire a love of reading are “boy book” authors and fans, GuysREADatOURconfalong with other great authors and fans, all who desire, as I do, to discover many paths to life-long loving of reading.

Meet Steve Sheinkin… next year!

Because we want to give this year’s audience attending UVU’s Forum on Engaged Reading, a preview of next year’s program, I want to introduce you to Steve Sheinkin, SteveSheinkinone of the Keynote Presenters for UVU’s 2014 Forum on Engaged Reading.  I “found” Steve on Ink Think Tank itt-logo — a great website that is a true “think tank” of nonfiction authors.  In Steve’s bio, he confesses to being a recovering textbook author… whose mission is to simply prove to kids that his­tory is actu­ally cool.”  You’ll probably recognize a couple of his books:  The Notorious Benedict Arnold: A True Story About Adventure, Heroism, and Treachery (Square Fish Publications, 2013) and Two Miserable Presidents: Everything Your Schoolbooks Didn’t Tell You About the Civil War (Roaring Brook Press, 2008).

Notorious Benedict2MiserablePres

Whether or not you recognize those books, you’re sure to be interested in his most recent one, Lincoln’s Grave Robbers (Scholastic, 2013), and the one just before that (a Newbery Honor Book), Bomb: The Race to Build–and Steal–the World’s Most Dangerous Weapon BombBook(Flashpoint Publications, 2012). These books aren’t “your mother’s nonfiction” — these are “thrillers and adventure stories first” so that Sheinkin’s readers will want to read them!

 lincolns-grave-robbers

Since the Common Core State Standards have shifted the focus of teaching comprehension and writing of complex nonfiction, it’s refreshing to find authors like Steve, who lure kids (and their teachers) in to the wonderful world of facts and details that make history come alive.

If you join us (UVU’s Forum on Engaged Reading) in October of 2014, you’re sure to become a Steve Sheinkin fan, as I have. SteveSgiving.talk In preparing for this blog post, I read a blog post by Sheinkin, himself, where he refers to his writing as detective work.  “… a nerdy kind of detective work,” he says, “but still… My job is to find stories, and I read books to look for clues, follow leads, gather evidence.” Wow, what an example for our students!

I’ll end this blog with just a bit of serendipity: at the end of Sheinkin’s blog post, author Jim Murphy makes a comment…  and guess what?  Jim Murphy is Keynoting this year’s Forum on Engaged Reading (Sept. 19 & 20, 2013).  So, Dear Reader, I hope you have become a believer: our conference — “For the Love of Reading” — is just a gift that will keep on giving, to you and to your students!  See you there!

Posted by Nancy Peterson, Professor of Teacher Education at Utah Valley University, and Co-Chair of UVU’s Forum on Engaged Reading

Why “For the LOVE of Reading”?

One of our favorite bloggers, Brian Wilhorn, says that once teachers ensure kids aren’t illiterate, they need to ensure they aren’t alliterate. His goal, and ours as UVU’s Forum on Engaged Reading, is to get the best books into kids’ hands – books they’ll want to read without being told to read.

In his stirring book, Igniting a Passion for Reading: Successful Strategies for Building Lifetime Readers, (Stenhouse, 2009) last year’s Forum speaker, Steve Layne, quotes a reading methods textbook written 100 years ago: “It should be the teacher’s aim to give every child a love of reading, a hunger for it that will stay with him through all the years of his life” (p. 6).

A recently published book looks at what teachers of adolescents can do, and inspires us in ways similar to how Steve Layne’s book has inspired the elementary crowd. In Book Love: Developing Depth, Stamina, and Passion in Adolescent Readers (Stenhouse, 2012), Penny Kittle makes a powerful case for stepping up our efforts to put the right books in the hands of teenagers and help them have “healing” book experiences that show them how books really can change their lives forever.

These ideas are are what the UVU Forum on Engaged Reading is all about – helping us all — parents, librarians, and educators at every level, to instill a life-long love of reading in the lives of the young people we care about.

The Forum Planning Committee members continue to search out the books, the blogs, and the national bylines for the movers and shakers who can inspire us to do this in more ways, in bigger ways, and in better ways than ever before.  We hope you’ll join us for a retreat, a renewal, and a recommitment to this cause at our new location – the Chateaux in Deer Valley, Utah.  And we’re convening at a new time – just as the leaves are turning from green to gold, and just as our children and students are turning from the green fields of summer to the golden pages of autumn.  Join us September 19th & 20th for the best of what’s new in books and their creators, for the best of how to get good books into the hands and hearts of those we love, and especially, just for the love of reading.

Posted by Nancy Peterson