Book Review: The Great and Mighty Nikko! / ¡El gran y poderoso Nikko! by Xavier Garza

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Reviewed by Marianne Snow

DESCRIPTION OF THE BOOK: Nikko loves bedtime. That’s because his bed turns into a magical wrestling ring for the masked luchadores that he loves. They bounce up and down like crazy. His mom, of course, doesn’t believe Nikko. She accuses him of jumping on his bed. But that’s just not true at all. She just can’t see what Nikko sees. And to prove his point—zoosh! Here comes luchador numero UNO with a golden mask and a silver cape. Oh, wow. Number TWO wears an orange mask with yellow flames. Another looks like a jaguar and he growls! A rooster! A bull with horns! And a dragon that breathes fire! And so it goes until TEN luchadores are jumping on Nikko’s bed. That’s when the Great and Mighty Nikko puts on his mask, taking on all ten wrestlers at once and defeating them soundly. Ahh, a fresh victory under his belt, now it’s time for Mighty Nikko to catch some zzzzzs!

MY TWO CENTS: As an early childhood teacher and aunt to several little ones, I’m always on the lookout for exciting new picture books that will capture young readers’ attention and, ideally, trick them into learning. Happily, Xavier Garza’s new dual language concept book – The Great and Mighty Nikko! / ¡El gran y poderoso Nikko! – fits the bill, bringing together the exhilaration of lucha libre and the practical skill of counting. Young readers will love how the tension mounts as, one by one, rudos (rascally wrestling opponents) join forces on Nikko’s bed / wrestling ring to challenge him in the ultimate pre-bedtime match. They won’t even notice that they’re learning as they anxiously turn the pages to count the ever-growing group of opponents. Meanwhile, Garza’s bold use of color, fluid brush strokes, comic-style layout and variety of luchador masks in his illustrations add to the drama. What an entertaining read – I’ll definitely be adding this lively tale to my educational library!

TEACHING TIPSThe Great and Mighty Nikko! / ¡El gran y poderoso Nikko! is the perfect addition to a preschool learning unit about sports, or teachers and students can simply enjoy it as a fun read-aloud. In addition to counting the luchadores on each page, children can practice their analytic skills by making predictions about what will happen when Nikko finally faces off against his opponents. Moreover, inviting children to join in on each page’s refrain – “Now there are ___ luchadores wrestling on my bed! / ¡Ahora hay ___ luchadores luchando en mi cama!” – will help them develop their bilingual pre-reading skills. Since the comic-style layout might be unfamiliar to young readers who are used to “traditional” written narratives, teachers can point out specific textual elements like speech bubbles and sound effects text. Comics and graphic novels are extremely popular with kids, so learning these features can benefit them in the future. With so many interesting facets, this book has something to teach every child.

Xavier GarzaABOUT THE AUTHOR: Xavier Garza is a prolific author, artist, and storyteller whose work is a lively documentation of the dreams, superstitions, and heroes in the bigger-than-life world of South Texas. Garza is celebrated for his lucha libre picture books and chapter books.  Maximilian and the Mystery of the Guardian Angel was a Pura Belpré Honor Book and an ALA Notable Book in 2012.

FOR MORE INFORMATION about The Great and Mighty Nikko! / ¡El gran y poderoso Nikko!, check your local public library, your local bookstore or IndieBound. Also, check out GoodreadsAmazon, and Barnes & Noble.

 

 

 

MarianneMarianne Snow Campbell is a doctoral student at The University of Georgia, where she researches nonfiction children’s books about Latin@ and Latin American topics and teaches an undergraduate course on children’s literature. Before graduate school, she taught pre-K and Kindergarten in Texas, her home state. She misses teaching, loves critters, and can also be found on Twitter and Facebook.

Growing Up Cuban: Laura Lacámara and Meg Medina

Photo of me & blond girls from class

My Cuban Evolution

By Laura Lacámara

Growing up Cuban-American in suburban Southern California, I teetered back and forth between feeling different, like I didn’t belong, and feeling exotic and special.

The feeling different part came mostly when I was little.

We spoke Spanish at home, while all my friends spoke English.

We ate lechón (roast pork), black beans, and plantains on Christmas eve (nochebuena), instead of turkey, stuffing, and yams on Christmas night.

Then, there was that same embarrassing question asked by all my friends who came over to the house: “Why are your parents fighting?”

“They are not,” I would respond, “they are just talking about what they want for dinner.”

In high school, being Cuban meant getting an easy “A” in Spanish. By the end of high school, being a Spanish-speaking Cuban had gone from totally embarrassing to super cool. I was the “exotic” one among my group of white suburban friends. (I knew I wasn’t really exotic, but I didn’t contradict them because I liked feeling special!)

Me on hood of carFinally, in college, came exploring my roots, and ultimately embracing (and being proud of!) my Cuban-American identity.

Of course, the whole Cuban roots and identity thing comes with the inevitable responsibility to comment on Fidel Castro.

So, when asked that obligatory question by my white, non-Cuban friends: “Don’t you think it’s great that Castro’s revolution has given every Cuban citizen access to a pair of shoes and an education?”

Rather than launching into a big political discussion about the whole embargo thing (which I am totally in favor of lifting, by the way), I now offer the following joke:

“Comrades, what are the three great successes of the revolution? Healthcare, education, and sports. What are the three failures? Breakfast, lunch, and dinner.”

Politics aside, being Cuban remains a very personal thing for me. Sometimes it has felt like missing pieces I can only catch glimpses of here and there, but never quite own.

As a Cuban-American author writing stories inspired by growing up in my Cuban family, I’ve been able to explore some of these pieces and the quality of what Cuba, or being Cuban means to me.

Yes, I have lived in the U.S. most of my life, and I can express myself (verbally and on paper) better in English than in Spanish.

But, deep-down, that Spanish-speaking part of me, the one that finds “home” in a plate of black beans and rice with a slice of my mom’s homemade flan, will always be Cubana!

Dalia Cover    Floating

Laura_photo_2015-300 dpiCuban-born Laura Lacámara is the award-winning author and illustrator of Dalia’s Wondrous Hair / El cabello maravilloso de Dalia (Piñata Books), a bilingual picture book about a clever girl who transforms her unruly hair into a vibrant garden.

Laura also wrote Floating on Mama’s Song / Flotando en la canción de mamá, a bilingual picture book inspired by her mother, who was an opera singer in Havana. Illustrated by Yuyi Morales and published by HarperCollins, Floating on Mama’s Song was a Junior Library Guild Selection for Fall 2010 and was a Tejas Star Book Award Finalist for 2011-2012.

You can learn more about Laura’s work at her official website.

 

Cheeseburger by Day, Guayaba by Night

Juan Medina and LIdia Metauten wedding_NEW copy

Meg Medina’s parents at their wedding

By Meg Medina

My parents left Cuba as part of the political exodus in the early sixties. I was the first person in my family born in the United States. I learned Spanish from my mother and English from Romper Room. I grew up biculturally: Cheeseburger by day, guayaba by night, so to speak. All to say that I find that I am Cuban to Americans. To Cubans, I am from the US.

When I consider Cuba, I can only rely on black and white photos and on dreamlike stories – perhaps even the obsessions – of my family. I cut my teeth listening to yarns about a place where you wore only a sweater in the winter, where mangos the size of softballs were heavy with sweetness. It was a place of rivers and beautiful ocean waters where you could see your toes. It was the place of tobacco on their fingertips, a place where my family was happiest and the place that broke their hearts.

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Two of Meg’s relatives on the streets of Havana

My own memories are these: Months of waiting for letters to arrive on thin airmail paper and my aunt’s voice reading the words aloud. A box of old photographs that arrived decades later, the images bored through by insects, and how those photos made my old mother cry. The odd catch in my chest when I see how dire need somehow got recycled into kitschy tourists waving from the seats of classic American cars.

People often ask: “Have you been to Cuba?”

I have never set foot on the island, but in a way, I have been there every day of my life. But how do we talk about Cuba as phantom limb? And, more important, how do we knit ourselves back together – los de aquí y los de allá – and move forward in search of new and better times?

 MANGO_jacket_for_Meg  Tia Isa

ad6df-yaquiMeg Medina is an award-winning Cuban American author who writes picture books, middle grade, and YA fiction.

She is the 2014 recipient of the Pura Belpré medal and the 2013 CYBILS Fiction winner for her young adult novel, Yaqui Delgado Wants to Kick Your Ass. She is also the 2012 Ezra Jack Keats New Writers medal winner for her picture book Tia Isa Wants a Car.

Photo credit: Petite Shards Productions

Petite Shards Productions

Her most recent picture book, Mango, Abuela, and Me, a Junior Library Guild Selection, has earned starred reviews in Booklist and Publishers Weekly, and  is included in the 2015 American Booksellers Association’s Best Books for Young Readers Catalog.

Meg’s other books are The Girl Who Could Silence the Wind, a 2012 Bank Street Best Book and CBI Recommended Read in the UK; and Milagros: Girl From Away.

Read a wonderful write-up on the Cuban inspiration of Meg’s newest book, Mango, Abuela and Me, at her blog, where you can also find information on her speaking schedule and much more.

Alma Flor Ada: Always Cuban

 

Island Treasures FINAL ART“Yo soy un hombre sincero

  de donde crece la palma…”

   –José Martí

During most of my life I have lived outside of Cuba, as part of the Cuban Diaspora, yet my being continues to be rooted in the fertile island where I was born and where I lived as a child, an adolescent, and a young woman.

AFA with braids

Alma Flor

In 1958, during the Batista dictatorship, my father’s dream of helping low-income families own their own homes was thwarted when the soldiers who had bought some of the accessible yet solid houses he had built with such care, refused to make their mortgage payments. Trying to find a solution, my father met with the garrison’s commander. Instead of support, he received a frightening threat that led us to flee to Miami.

At that time, Miami did not have the Latino presence it has today. As I wanted to study Spanish and Latin-American literature, I begged to go study in Mexico City. I was fascinated by the artistic and literary achievements of post-Revolutionary Mexico. However, my parents did not feel comfortable sending me to a country where we knew no one. Instead, they suggested I go to Spain, where my mother had relatives.

Spain became the third country where I lived. While the Franco regime imposed many limitations, I was immensely fortunate to be mentored by some extraordinary professors, Elena Catena, don Alonso Zamora Vicente, and doña María Josefa Canellada, who helped channel my thirst for learning. I will always be grateful for their teaching and their example.

A set of unexpected circumstances led me to Perú, which became the fourth country where I lived. In Cuba, I had delighted in being my parents’ daughter; in Perú I became a mother. In Cuba, I had absorbed my family’s commitment to education; in Perú, I became a teacher. In Cuba, I had learned the key role of education in striving for social justice; in Perú, I studied Paulo Freire’s words and became actively concerned with social issues.

While in Perú, I finished my doctorate degree. The topic of my dissertation led to an appointment as a research scholar at Harvard. There I experienced an exciting cultural milieu comprised of distinguished authors and artists who had left Spain after the Spanish Civil War, including the poet Jorge Guillen. Later, after two years in Lima, I returned to the United States with my children and became involved in several grassroots movements on behalf of social justice and education.

Each of these four countries left a profound imprint on me, as I learned to understand their different worldviews, to enjoy their colors and fragrances, and to love their people. I also learned to rebel against the unjust social conditions suffered by many in each of these places, and also, to admire the resilience, fortitude and creativity of the majority of the people I met, wherever I lived. But always, as the backdrop to all these life experiences, my memories of Cuba continued to nourish my deepest soul.

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Alma Flor in teen years

As a child, some of my best friends were trees. In the large overgrown gardens of the old historical house where I was born, many different kinds of living creatures inspired me to learn to observe and respect nature. Our colonial city was a microcosm of the larger world; there I learned to listen to those around me and reflect on what I heard. From my family, I learned the values of caring and compassion; kindness and generosity; friendship, knowledge, and justice.

The overgrown gardens have expanded and today I consider the whole planet my home. I continue to marvel at its richness and diversity, including the daily miracles of flower petals and bird feathers. I especially attempt to not remain indifferent to any human experience. Yet, no matter how far my circle of interest may expand, I never feel far from my roots; on the contrary, it is through being nurtured by them, that I can open my heart to everything else.

I learned about immigration from my own family. Both of my grandfathers had immigrated to Cuba from Spain. They each made great efforts to contribute to their new homeland and to defend freedom of thought. My maternal grandfather, Medardo Lafuente Rubio, used his talents for self-expression as a poet, public speaker, educator, and journalist to promote universal human values. During the despotic dictatorship of Machado, he was incarcerated for defending freedom in his newspaper. His time in prison greatly damaged his health and he died not long after his eventual release. My paternal grandfather owned a newspaper and also one of the earliest radio stations in Cuba. His words, whether written or spoken, always defended the value of free independent thinking that had been crushed in his county of birth by Franco’s dictatorship.

My grandmother on her graduation as a teacher

AFA’s grandmother at graduation from teaching school.

My maternal grandmother, Dolores Salvador, was the strongest influence in my life. Losing her when I was very young filled me with profound nostalgia. In response to the pain of this loss, I sought to protect and nurture my memories of her, as one would a tender plant. And thus I became a storyteller, sharing my stories again and again, sometimes orally, other times in writing, often in silence.

The feelings arising from my own experiences have inspired much of my writing. Even one of my more recent books, Love, Amalia, co-authored with my son Gabriel Zubizarreta, is rooted in the memory of losing my grandmother. Another source of inspiration has been the desire to continue to savor my own children’s childhood.

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AFA’s grandmother, surrounded by her children

 

 

 

I often remind teachers to encourage children to write, as each child has a unique perspective to share. I am very grateful to an editor of The Hungry Mind who many years ago, asked me to contribute one real-life childhood story for his publication. In response, I wrote my first three real-life stories and submitted them to him. He told me kindly that, while he could only publish one, he wanted to encourage me to write a few more. And thus, Where the Flame Trees Bloom was born.

It took the additional encouragement of my dear friend Antonio Martorell, an inspired artist and illustrator, to continue writing the childhood memoirs that became Under the Royal Palms, and which received the Pura Belpré Medal in 2000. More recently, when Simon & Schuster decided to re-print both of these books under one cover, Emma Ledbetter, my supportive editor, welcomed the idea of also including some new stories from my growing-up years in Cuba. Thus Island Treasures has come to be.

Flame TreesRoyal Palms

Like the mountain springs in Tope de Collantes, in Cuba, whose currents of clear cool water never stop running, all of our memories hold an endless number of sensations, feelings, faces, flavors, aromas, textures, and emotions, if only we are willing to turn inward, to welcome and honor them in some way. It is my hope that as I share my stories with you in Island Treasures, your own awareness of the people who have enriched your life and the moments that have helped shape who you are, will deepen. May you welcome and value your own stories as an intrinsic part of who you are, dear reader, while also rejoicing in who you have become.

 

Alma Flor AdaAlma Flor Ada has written countless books, most of which do not specify Cuban settings or characters, but which nearly always highlight Latino life. She is an author, educator, scholar, and internationally known speaker. Her life’s work includes advocacy for peace and social justice. A Pro­fes­sor Emerita at the Uni­ver­sity of San Fran­cisco, she is also a for­mer Rad­cliffe Scholar at Har­vard Uni­ver­sity and Ful­bright Research Scholar.

In the world of children’s books, Alma Flor is known for her poetry, narratives, folk­lore and non-fic­tion. She’s the recipient of many prestigious awards, including the Christo­pher Medal, the Pura Bel­pré Medal, the International Latino Book Award, and the Vir­ginia Hamil­ton Award, in recognition of her body of work for children. Learn more at her official website.

 

 

Welcome to Cuba Week!

 

Cuba PearlCuba has been very much on our minds during this year of momentous change and emotional headlines. In a gesture of love and great hope for the Cuban people on both sides of the Straits of Florida, we invited beloved Cuban American children’s writers to speak from their hearts about anything relating to cubanismo. Lucky us: eight authors responded to our invitation with ¡claro que sí!

Guest posts begin tomorrow and continue through next Monday. To whet your appetite, here are some details. You will hear about immigration journeys, life across two cultures, racial identity, remembrances of the Cuba left behind, and the books that sprang from these experiences. Get ready for gorgeous prose from Enrique Flores Galbis; a fresh challenge to publishers from Nancy Osa; nostalgia mixed with humor and biting reality from Guinevere Thomas, Meg Medina, Laura Lacámara, and Christina Díaz González; as well as stirring insights from award-winning poets Alma Flor Ada and Margarita Engle. These authors’ books have enriched young people’s reading lives. For that, and for the perspectives they’ve shared with us, we want to say ¡gracias de todo corazón!

Before we get started on the guest posts, here’s a visual reminder of some glorious children’s books that star Cuban characters and/or settings. Space prevents us from featuring a comprehensive list, but we urge you to add your recommendations in the comments section. To learn more about individual books, click on their cover mages.

Picture Books    

Goodbye Havana Queen of Salsa Martina Mango in Hand

Celia Bossy Gallito Tia Isa  Dalia Cover MANGO_jacket_for_Meg drum dream girl cover floating

Middle-Grade

Island Treasures FINAL ART The Red Umbrella  Oye Celia  Moving Target  My Havana The Wild Book  MountainDog.highrescvr  paperback cover

Young Adult

Cubanita  Tropical Secret    Hurricane dancers notable  Firefly notable  Cuba 15  Down to the Bone   Letters to my mother   Significant Girls  ad6df-yaqui  Surrende Tree Notable  Lightning Dreamer notable  Enchanted Air Poet Slave Dark Dude

 

 

 

 

Book Review: Sofi and the Magic, Musical Mural/Sofi y el Mágico Mural Musical

 

Reviewed by Sujei Lugo

Sofi-and-the-Magic-Musical-MuralDESCRIPTION FROM THE PUBLISHER: When Sofi walks through her barrio to the local store, she always passes a huge mural with images from Puerto Rico: musicians, dancers, tropical flowers and—her least favorite—a vejigante, a character from carnival that wears a scary mask. One day on her way home from the bodega, she stops in front of the mural. Is one of the dancers inviting her to be his partner? “Okay, let’s dance,” Sofi giggles, and suddenly she’s in Old San Juan, surrounded by dancers and musicians playing bongos, tambourines and güiros. She begins to dance and sing with her new friends, but her pleasure turns to fear when the vejigante—wearing a black jumper with yellow fringe and a red, three-horned mask—spins her around and around! What does he want from her? How can she get away?

MY TWO CENTS: In this debut bilingual picture book, author Raquel M. Ortiz and illustrator Maria Dominguez capture the story of an imaginative girl and her magical and musical encounter with a neighborhood mural. Inspired by a mural located in South Bronx, New York, Ortiz and Dominguez give us a story that celebrates Puerto Rican traditions, community-based art, and city life.

Our young protagonist Sofía is lying on her bed feeling pretty bored. Her mom asks her to go to the bodega at the end of the block to get some milk and to remember that she should “not talk to ANYONE!” Sofía gets her scarf and coat, nods to her mom, and embarks on her journey to get the half-gallon of milk. Strolling along the sidewalk, she looks at the huge mural painted on a nearby building. She is stunned by its size and the colorful images of musicians, dancers, amapola flowers, and her least favorite, a vejigante. While returning from the bodega, Sofia can’t help admiring the mural once again. This is when she notices that one of the musicians, a plenero, is extending his hand to her to dance, breaking the wall between reality, art, and imagination. In a heartbeat, Sofía finds herself inside the mural, starting a whimsical experience that will bring her close to her Puerto Rican heritage.

Reading and seeing images of things that I grew up with put a smile on my face. From the plena song “Porque la plena viene de Ponce, viene de barrio de San Antón” to the carnival song “¡Toco-toco, toco-toco! ¡Vejigante come coco!”, I couldn’t help singing along with all the plenas and remembering the presence of plena songs in family gatherings, “navidad” parties, cultural “festivales”, carnivals, and even street protests. No wonder it is known as the  “periódico cantado” (sung newspapers), telling everyday stories all year long.

We also meet the famous vejigante, wearing its colorful outfit and a scary mask made from coconut shell (although some are made from papier-mâché). The vejigante is a mischievous folkloric character that resembles a buffoon or the devil, and which became a symbol of Puerto Rican cultural identity. In the story, Sofi plays and dances with the vejigante that she once saw as scary. She ends up wearing his outfit and flies around the Puerto Rican landscape going through El Yunque rainforest, and landing at the church plaza in Old San Juan. Here the author metaphorically portrays how through art, music, and traditions we can “fly” to the island of Puerto Rico, and demonstrates the deep connections that exist between the Puerto Rican diaspora and the island.

In terms of layout and illustrations, the bilingual text is located on the left side of the book with small illustrations dividing the English and Spanish texts and whole-page illustrations accompanying the text on the right side. The illustrator based her design and images on the original mural and conversations with the students that drew the images for mural. From soft colors for the city and bright and vivid colors for the mural, Dominguez’s paintings transport us from a wintry day in New York City to a sunny day in Puerto Rico.

Using The Pueblo Sings/El Pueblo Cantor mural as an inspiration for this picture book communicates the power of art, music, literature, and images to represent a community and tell its stories of resistance. The 7th- and 8th-grade students that designed the mural embraced the process of community building, public art, and history. It was created with and for the Puerto Rican community that has lived in New York City for decades. The mural’s statement is about the existence of the people and is a representation of their stories. It brings identification to the neighborhood and informs visitors about the living, breathing community located there. It is exciting to see the author centering the narrative on a young Puerto Rican girl who experiences this connection with her culture, traditions, and family, and then back to herself. In so doing, this book gives a powerful testament to how children can experience these connections and embrace them as their own.    

The book includes author and illustrator biographical notes, a glossary, and information about the mural.

TEACHING TIPS: The bilingual picture book is recommended for children ages 4 to 8. It works as a read aloud and for early independent readers. At home or at the library, librarians, parents, grandparents or other caregivers can read the story aloud in English, Spanish, or both, while teaching new words, concepts and discussing the different images. Teachers can include the discussion of Puerto Rican history, traditions, and music in their curriculum. 

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Vejigantes puppets I created for a library program. I explained to the children the meaning of vejigantes and how I grew up seeing them almost everywhere back in Puerto Rico.

 

Since the main focus of the story and its inspiration is a mural, children can create their own small-scale cardboard murals. Adults should encourage children to use elements from their community or their personal or family stories as inspiration. Moving activities to the street, adults can stroll down the neighborhood with children to view community murals, posing such questions as: Who created this mural? Who is it about? What does it represent? Does it represent the community where it is located? What type of murals should our neighborhood have? This will create a conversation about public art, public space, and community.

AUTHOR & ILLUSTRATOR: Raquel M. Ortiz was born and raised in Lorain, Ohio, and has been making art and telling stories since she was little. She holds a Ph.D. in Social Anthropology from the University of Salamanca and has worked at The Brooklyn Museum, the Allen Memorial Art Museum and El Museo del Barrio. Raquel is the author of El Arte de la Identidad, the documentary Memories of the Wall: Education and Enrichment through Community Murals and textbooks and educational materials for children in Puerto Rico and the United States. She lives in New York City with her family and is a professor at Boricua College.

Maria Dominguez moved from Cataño, Puerto Rico to New York City when she was five year old. She began her artistic career as a muralist with Cityarts in 1982. Over the past twenty-five years, Dominguez has created over twenty public art murals and worked with the Metropolitan Transportation Authority of New York City, Artmaker, Inc. and Brooklyn Connect. The recipient of grants from the National Endowment for the Arts and the New York Foundation for the Arts, she has also headed El Museo del Barrio’s Education Department. She currently teaches art in New York City’s Public School System.

FOR MORE INFORMATION about Sofi and the Magic, Musical Mural/Sofi y el Mágico Mural Musical, check your local public library, your local bookstore or IndieBound. Also, check out GoodreadsAmazon, and Barnes & Noble.

 

SujeiLugoSujei Lugo was born in New Jersey and raised in her parents’ rural hometown in Puerto Rico. She earned her Master’s in Library and Information Science degree from the Graduate School of Information Sciences and Technologies at the University of Puerto Rico and is a doctoral candidate in Library and Information Science at Simmons College, focusing her research on Latino librarianship and identity. She has worked as a librarian at the Puerto Rican Collection at the University of Puerto Rico, the Nilita Vientós Gastón House-Library in San Juan, Puerto Rico, and the University of Puerto Rico Elementary School Library. Sujei currently works as a children’s librarian at the Boston Public Library. She is a member of REFORMA (The National Association to Promote Library Services to Latinos and the Spanish-speaking), American Library Association, and Association of Library Service to Children. She is the editor of Litwin Books/Library Juice Press series on Critical Race Studies and Multiculturalism in LIS. Sujei can also be found on Twitter, Letterboxd and Goodreads.

Guest Post by Derek Taylor Kent: My Ravenous Latino Fans

Derek's audienceBy Derek Taylor Kent

In the process of promoting my series for middle-grade kids, Scary School, I’ve discovered that at least half of my readership has turned out to be Latino kids and parents. I think Latino youth are the most voracious readers out there and yet remain under-represented in the works themselves.

I’ll start off by confessing I am not of any Latino heritage, but growing up in Los Angeles, it has always felt like a part of my culture. My mother was an art teacher at the mostly Latino San Fernando High School for over ten years, where she founded LA Mural Project and helped get hundreds of students into college on art scholarships. I studied Spanish in school and later dated a lovely Nicaraguan girl, who ended up becoming the translator for my picture book El Perro Con Sombrero.

Scary School 2The beginning of my journey takes place when the first Scary School book was released in 2011. I was eager to spread the word about it. I formed a fantastic partnership with a Barnes and Noble in Redlands, California, who hosted book fairs at almost every school in the San Bernardino region. Most of these schools were predominantly Latino or dual immersion.

I also worked with After-School All-Stars and performed my Scary School show for dozens of schools all over Southern California in low-income areas, where book sales were never part of the agenda. It was purely about inspiring the kids to love reading and writing and give them a chance to meet a real author.

I cannot begin to describe the enthusiasm and joy from the kids when I made these visits. Perhaps a big part of the reason they were so enthralled was because I was a children’s horror author and they were already fans of books like Goosebumps. During my shows, kids got to scream and make monster noises, as well as ask me questions.

The response of the kids in the Latino-populated schools was always the most enthusiastic and joyful. They LOVED scary stories and monsters! At other schools, just the mention of werewolves, ghosts, and vampires might send nine-year-olds scurrying out of the room in fear, but my Latino audiences challenged me to scare them every time and I had a great time doing it.

One of my most memorable experiences was when a class of students started peppering me with questions about what monsters they would find in the books. One kid named Pedro asked if there was a Cyclops in the book. When I told him there wasn’t, he put on the saddest expression I’d ever seen. He really loved Cyclopes! I assured him that I would write a Cyclops into Scary School #3 if he promised to read the series. He became so happy he screamed “YES!” and we both fulfilled our ends of the bargain.

Scary SchoolOver the last five years, I estimate that at least 50% of my readership is from the Latino audience. One of the main characters of the Scary School series is named Ramon the zombie kid. I don’t make a big deal about his background in the books or even during the shows, but I always notice smiles from the kids when, just because of the name, they know there’s a character they can relate to. (He’s the zombie on the cover of Book 1.)

In Scary School #4, which will release this fall, Ramon plays his biggest part yet, which fits with the title Scary School #4: Zillions of Zombies.

Despite the enthusiastic Latino audiences that I’ve witnessed, there are still relatively few U.S. published books that focus on the Latino experience or have Latino main characters, especially in the middle-grade and YA categories.

I want to encourage Latino writers to consider writing stories designed for 7-12 year olds and teens. While it’s easy for young kids to become excited about books, grabbing the attention of older kids is more challenging. Books centered on their experiences would go a long way toward increasing readership.

PerroParents can encourage their kids’ reading by making regular and fun-filled trips to the bookstore or library. Allowing kids to find books that excite them means they’ll be more likely to read them. For reluctant readers, setting up a reward system at home can be very beneficial, especially if this includes not only the books they read on their own, but also those that parents read with them. Reading is like exercise for the brain, and just like with sports, the more practice the brain gets, the more success kids will have in school and throughout their lives.

 

 

Derek and dogDerek Taylor Kent is also known as Derek the Ghost. He is the author of the middle-grade book series Scary School. His bilingual picture book El Perro Con Sombrero is new this year. It’s about a street dog named Pepe who happens upon a lucky sombrero that turns his life around. For more information about Derek’s books and projects, please visit DerekTaylorKent.com. At a special site for kids, ScarySchool.com, visitors can tour Scary School, read a secret chapter, and play video games.