Writing Dialogue

Today for Writing Wednesday at the library, we’re talking about dialogue.  This can be tricky to write sometimes.  How much is too much?  How much is too little.  I tend to rely more on dialogue, because I’m not as strong with setting.  One of the first things I recommend to people is to think about writing a play or a script.  In a play, there’s no exposition, no narrative voice or tone.  It’s what the characters say that move the story forward.  So how does that work?

Dialogue reveals something about the story or the situation.

As with everything in writing, dialogue should move the story forward.  What a character says or doesn’t say reveals something.  If a vampire comes on scene and your main character says, “Oh, not again,” that tells you that she’s faced vampires before and, in fact, thinks they have become a little tiresome.  But if your character starts stammering or maybe says, “OK, take out the plastic teeth,” that tells you something else.

Dialogue should add tension.

While it’s important to have realistic dialogue, there’s a difference between ordinary dialogue and interesting dialogue.  In real life, we have to work through social pleasantries before we get to the meat of conversation.  But in fiction you can spice things up.  Would you rather read about two people making small talk?  Or perhaps one person is confronting the other?

It doesn’t have to be straight forward.

While dialogue should reveal, it doesn’t just have to be backstory.  In real life, people make snide comments, and that tells us about your characters, too.  Interruptions, commentary, and exclamations all add to interesting dialogue.  Everyone has their own agenda, so even if your character is looking for answers, other characters might be trying to get in her way.

There should be beats between dialogue.

Essentially, what makes characters are reactions.  And sometimes your character might react by not saying anything at all.  You also want to give your characters beats to react internally.  Just like in real life, your characters may be saying one things and thinking another.  This is one way to add tension.  It also helps to slow down the scene.

Said is silent.

The best way to tag dialogue is with the word said.  Tags are really only there to tell us who is speaking, and said is generally invisible to the reader.  Use too much of sighed, exclaimed, grunted, groaned, and more, and you will draw your reader away from the action of the scene. That said, sometimes “he groaned” is the perfect word choice.  Just use it sparingly.  This advice goes for adjectives after said as well.  I love adjectives possibly a little more than the next person, but used too much and they become tiresome.

EXERCISE: Try writing a scene in only dialogue.  This means you won’t be touching your character’s internal reactions so much, but it’s just an exercise.  For the beats between dialogue, write them in like you would in a play [beat].

Sensory Snow Slime

This past weekend, our library participated in the Dowagiac Ice Festival with a sensory craft in the library.  Downtown businesses invited the people of Dowagiac to make crafts, get food and drinks, and more.  We invited families to make Snow Slime with us.  I originally got this idea from Sarah at Frugal Fun for Boys.

The kids had fun with this projects because it was messy, but little did they know that they were engaging in a sensory activity!  According to PBS, “Spending time stimulating their senses helps children develop cognitively, linguistically, socially and emotionally, physically and creatively.”  There’s something about the mixture of glue and fake snow that just feels weird and a lot of kids had great reactions.  Parents talked to their kids about how it felt and why.  Some of the younger ones didn’t like getting messy, but participating in this projects encouraged them to reach outside of their comfort zone.

This is also a little bit like process-based art.  There’s no exact science to this project.  You just kind of have to figure out how much liquid starch to add, how long to mix, and how to adjust your method if your slime is too stringy or if it’s sticking to much with your hands.  It takes a while to get it to form, and you have to try a lot of different things.  So kids are learning how to sit at a project for a while and sustain focus, but they are also using problem solving skills.

To do this project all you need is 1 bottle of glue, a cup of fake snow (that you can get at a craft store or on Amazon), and 1/2 cup liquid starch.  Mix the glue and snow, then slowly at little bits of liquid starch.  You have to mix the glue, then shape it, knead it, and fold it until you get it to be the consistency you want.

Wiggle Your Parts at Storytime

  

STORYTIME FOR: Dowagiac District Library

Hello/Goodbye Song

We Say Hello/Goodbye Like This (with ukulele)
(Tune: The Farmer in the Dell)
D                                                          A7
We wave hello like this… with our friends in storytime, we wave hello like this.
D                                                         A7
We clap hello like this…with our friends in storytime, we clap hello like this.
D                                                           A7
We stomp hello like this… with our friends in storytime, we stomp hello like this.

Wiggle by Doreen Cronin.  A dog wiggles all the parts of his body, outside and inside.

Can You Make a Scary Face? by Jan Thomas.  The main character, a ladybug, asks its readers to imagine what they would do if a bug was on their face, in their clothes, etc–until a giant frog shows up!

Where is Your Nose?  by Rookie Toddler.  This books asks kids to point to and move their body parts.

Extensions

Hokey Pokey
You put your right foot in, you put your right foot out,
You put your right foot in, and you shake it all about.
You do the hokey pokey and you turn yourself around,
That’s what it’s all about!
Repeat: left arm, right leg, left leg, head

If You’re Happy and You Know It
If you’re happy and you know it, clap your hands…
If you’re happy and you know,
and you really want to show it,
If you’re happy and you know it, clap your hands.
Repeat: stomp feet, touch toes, say hooray.

Bean Bag Boogie
Play the bean bag boogie song by Greg & Steve.  The song has the kids put their bean bags on different parts of their body.  This is a great way to learn body parts and get moving as well!

How It Went

Both kids and parents really enjoyed this one.  Wiggle is a great book to start with because it get kids warmed up and moving their body parts, and they loved the silliness of Can You Make a Scary Face?  In addition to getting moving, the kids learned about the different parts of their bodies.  I have to admit that by the end of the second book I was exhausted!  I meant to end with “If You’re Happy and You Know It” on my ukulele, but I went for something more soothing–“The More We Get Together.”  Overall this was very successful.  Everyone had a great time!

Teens VERSUS Book Club

This month for book club, our teens and tween read stories about one group in conflict with another group.  This was inspired by one of our tweens, who wanted to share The Outsiders by S.E. Hinton.  Once we started coming up with ideas, we realized this is a great theme because it works for almost any genre.  The list below are some of the books that the teens and tween read, and some additional ones that they suggested.

The Darkest Minds.  Alexandria Bracken.

Children Vs. Adults

The Darkest Minds (The Darkest Minds, #1)

Inuyasha.  Rumiko Takahashi

Demons Vs. Humans

330744

The Kiss of Deception.  Mary Pearson.

Kingdom Vs. Kingdom

The Kiss of Deception (The Remnant Chronicles, #1)

Maximum Ride.  James Patterson.

Genetically mutated kids Vs. Scientists

The Angel Experiment (Maximum Ride, #1)

The Outsiders.  S.E. Hinton.

Greasers Vs. Socs

The Outsiders

Pride and Prejudice and Zombies.   Seth Graham-Smith, Jane Austen.

Humans Vs. Zombies.

Pride and Prejudice and Zombies (Pride and Prejudice and Zombies, #1)

Romeo and Juliet.  William Shakespeare.

Capulet Vs Montague

Romeo and Juliet

Skeleton Creek.  Patrick Carman.

Kids Vs. The Town

Skeleton Creek (Skeleton Creek, #1)

Throne of Glass.  Sarah J. Maas

Assassins Vs. Assassins

Throne of Glass (Throne of Glass, #1)

 

 

 

Take the Summer Challenge

We’ve got some great ways for kids (and teens!) to engage with the library this summer in Dowagiac.  Kids (and teens!) can fill out our bingo sheets to earn pins, attend programs all summer long, or just come in and experience our makerspace.  We’ve added one more fun activity to the list: the summer challenge.

The summer challenge gives kids (and teens!) a way to earn points toward a free book through a series of challenges related to our summer reading theme: On Your Mark, Get Set… Read!

non-fiction

 

Messy Time: Seed Bombs


20160701_132642

Library: Dowagiac District Library
Program: Messy Time

At Messy Time this week, we made seed bombs.  It was super easy.  Basically, the idea behind seed bombs are that they are balls of clay, dirt, and seed.  You can throw them anywhere and they will grow.  One of the kids who participated said, “This is definitely going to get messy.”

 

Here’s what you need:

  • Paper plate
  • A tub of clay from Crayola
  • A paper cup  filled with top soil
  • Wildflower seeds

Here’s what you do:

  • Take a paper plate and press the clay all over the surface like you’re making a pizza.

20160701_131337

  • Pour on top soil, like you might pour meat on a taco or tortilla.  There should be more clay than dirt.
  • Then sprinkle  on wildflower seeds.

20160701_131617

  • Fold the clay and then knead the mixture like you might knead dough.
  • Once the mixture is kneaded, press into a ball.
  • Roll the ball into a long tube.  It helps to roll slowly.  If the mixture breaks up, just squeeze back together and continue rolling.

20160701_132153

  • Break off pieces and roll into smaller balls.

Take home and throw in your yard!

 

Little Artist Storytime

   

STORYTIME FOR: Berwyn Public Library (Outreach)

Hello/Goodbye Song

We Say Hello/Goodbye Like This (with ukulele)
(Tune: The Farmer in the Dell)
D                                                          A7
We wave hello like this… with our friends in storytime, we wave hello like this.
D                                                         A7
We clap hello like this…with our friends in storytime, we clap hello like this.
D                                                           A7
We stomp hello like this… with our friends in storytime, we stomp hello like this.

Why These Books?

Lily Brown’s Paintings by Angela Johnson, illustrated by E.B. Lewis.  A young girl named Lily Brown loves the world she lives in and loves to paint her world.  As she paints, her renderings come alive like a dream.  This is a sweet book that stimulates the imagination.  Kids love to point out details on the page, and reading this is a great opportunity to talk about self-expression.

Red: A Crayon’s Story by Michael Hall.  The crayon in this story is supposed to be red, but he keeps drawing blue!  And now matter what anyone does to try to help him, all that he draws is blue.  Then one day, a purple crayon asks him to draw a blue ocean…and suddenly the “red” crayon has found his purpose.  This goes over well with kids because they love to correct me…”He’s not red, he’s blue!” and also love the message that you just need to find your true self to make your mark.

Jeremy Draws and Monster by Peter McCarty.  Isolated in his room, Jeremy draws himself a monster, but things don’t go according to plan.  Jeremy’s monster starts making all kinds of demands–without saying thank you–and Jeremy has to draw him a ticket out of town.  This is a silly book that delights the kids.  They love being able to say, “He’s not very nice,” which makes this a great opportunity to talk about manners.  There’s a hidden theme in here that some classes catch onto.  After dealing with the monster, Jeremy decides that it’s okay to go outside and play with the other kids.  I also include this book because I get to point out another way to be an artist, by drawing.

I Ain’t Gonna Paint No More by Karen Beaumont.  A boy’s mom puts his paints away, but then he secretly gets his paints back out and starts to paint all over his body.  He choruses, “I ain’t gonna paint no more, no more, I ain’t gonna paint no more,” yet goes on painting.  Here’s an opportunity to practice prediction skills.  What will he paint next?  Some kids even catch onto the rhyme scheme.  I like to get the kids to say the chorus with me, too.

Extensions

This is the Way We Paint (action  song)
This is the way we stir the paint, stir the paint, stir the paint
This is the way we stir the paint so early in the morning
(dip our brush, paint the paper, blow it dry, frame the picture)
*credit: Storytime Katie

Big Green Monster (flannel puppet)

biggreenmonsterBig green monster has big scary green face,
Two big yellow eyes,
A long bluish-greenish nose,
Two little squiggly ears,
Scraggly purple hair,
And a big red mouth with sharp white teeth…But…
You’re just a puppet!  You don’t scare me!  So…
Go away, scraggly purple hair,
Go away, two little squiggly ears,
Go away, big yellow eyes,
Go away big red mouth with sharp white teeth,
Go away big green scary face,
And DON’T COME BACK!

The More We Get Together (w/ American Sign Language)
The more we get together, together, together,
The more we get together, the happier we’ll be.
Because your friends are my friends
And my friends are you friends.
The more we get together, the happier we’ll be!

A Fun Magic Coloring Book
Activity with A Fun Magic Coloring Book that stimulates the imagination.

How It Went

The two big hits were I Ain’t Gonna Paint No More and A Fun Magic Coloring Book, though most of the other books and extensions also worked really well.  There’s just something about the combination of rhyme and silliness in I Ain’s Gonna Paint No More that makes it PERFECT for this age.  I had a lot of kids saying they wanted to check it out.  I ended up switching Red: A Crayon’s Story with Lily Brown’s Paintings for groups that were more restless, if I could tell right away.  I love Lily Brown, but it’s a much quieter and sweeter book, so the silliness of Red worked better for some groups.

Do you have little artist stories you love to read in storytime?  Let me know in the comments!

Not Just for Storytime Pt 2

About a month ago, I wrote a blog post about how picture books are not just for storytime, and shared some of my favorite picture books to read to grades 1-3.  But there are some really amazing picture books for the tween crowd (grades 4-6), too.  I used to teach library at an upper elementary school, and part of my weekly schedule included doing storytime with third, fourth, and fifth graders.  This was an opportunity to talk about themes and characters–but it also provided a chance for kids to connect to stories through stories of their own, stimulate their imaginations through visual appeal, and get my students excited about all kinds of literature.

On the rare occasion that no story was planned for library class, the kids would ask me, “Aren’t we going to read a story today?” and usually expressed genuine disappointment when I replied, “Not today.”  This told me that, despite their ages, my students craved stories and valued storytime.  I also found them reading picture books together during free time.  Although they didn’t know it, reading aloud with a buddy is a great way for kids to build expressive skills.

Check out some of my favorite picture books from tweens below!

Anderson, M.T.  Me, All Alone, at the End of the World.  Illus. Kevin Hawkes.  Candlewick Press, 2005.

A young boy lives all alone by himself literally at the end of the world.  His days are filled with wonder as he explores the wilderness and plays with extraordinary creatures, but the boy begins to reevaluate things when an old man shows up, promising to bring fun without end.  The old man, Mr. Constantine Shimmer, stays true to his words, building an amusement part at the end of the world which brings tourists all year round.  The boy makes friends and enjoys the amusement park like everyone else…until he starts to miss nature and quiet time.  Kevin Hawkes’s water color and acrylic illustrations perfectly compliment M.T. Anderson’s rich, natural prose, which give the world a texture that makes this otherworldly setting seem very old, lived-in, and real.

Yes, you read that right.  This book was written by the same M.T. Anderson who wrote Feed.  I’ll admit, that’s the reason I picked up this book in the first place.  And I’m glad I did, because it’s become one of my favorites.  Some kids tell me this story is about how we should respect nature, while some say it’s all about how it’s okay to be alone.  This is a beautiful message, especially in a world where success is sometimes measured by social engagement.  But not all kids are natural extroverts, and I love that this book tells them its okay to be who they are.  Despite this seemingly calming message, the book is anything but.  As Mr. Constantine Shimmer comes on scene, things get crazier and crazier, and when the boy decides that enough is enough, the peaceful ending comes as a relief!

Ryan, Pam Munoz.  Amelia and Eleanor Go for a Ride.  Illus. Brian Selznick.  Scholastic Press, 1999.

Amelia Earhart and Eleanor Roosevelt each made their own mark on history, so it only makes sense that they would have been friends.  And in fact, they were!  One night, the two women go for a flight from Washington, D.C. to Balitmore and back, despite the protests of the secret service.  Based on a true story, Pam Munoz Ryan and Brian Selznick team up to show the truly independent spirits behind these two women.  Though rendered in black and white, Brian Selznick’s illustrations evoke a magical tone and depicts history with vivid texture.

This is yet another book that displays the talents of two popular children’s authors: Pam Munoz Ryan, known for Esperanza Rising, and Brian Selznick, known for The Invention of Hugo Cabret.  That alone is bound to garner interest from tweens.  I also love this book for tween because it’s a great story to use to get them excited about history, and it provides a great example of two women who did whatever they wanted at time when women didn’t always have that power.  There’s a lot of historical context here, as well as emphasis on what it must feel like to fly a plane, which makes this perfect for older readers with a greater ability to focus.  It’s also a great chance to talk to students about social issues.  If nothing else, Selznick’s nearly-realistic illustrations will mesmerize readers.

Scieszka, Jon.  The True Story of the 3 Little Pigs.  Illus. Lane Smith.  Viking, 1989.

This is wolf’s version of the “Three Little Pigs.”  When he goes to borrow a cup of sugar from his neighbor, the first little pig who built the house of straw, and accidentally sneezes the house down, things progressively go from bad to worse.  Mr. Wolf claims he was framed, but was he?  Scieszka’s conversational prose pairs with Smith’s muted illustrations to add nostalgic character to the wolf’s tale.

This is a timeless classic that always seems to work with tweens, perhaps because it’s a spin on another timeless classic.  It also includes some darker tones, with the wolf gobbling up the pigs just because he didn’t want perfectly good ham to go to waste.  And even though the tweens know what is coming next, they’re still wrapped up in the story.  After the story, this is a great opportunity to talk about character and narrative.  Why did the wolf eat the pigs?  Why did he believe he was right?  I could even use this to model storytelling and take another fairy tale to twist.

Tan, Shaun.  Rules of Summer.  Arthur A. Levine Books, 2013.

A boy gives a imaginative narrative of what he did last summer, phrased by sets of rules.  Starting with some seemingly practical rules, such as “Never leave leave a red sock on the clothesline,” the rules become gradually more and more sinister.  Shaun Tan’s accompanying illustrations paint a dual story of the relationship about the young narrator and his brother, monsters and horrors they face, and the dire consequences when the narrator does not follow his brother’s rules.  Tan’s abstract oil paintings,more fully realized by the contrast of light and shadows and stark reds, add a layer of suspense that sparks emotion of both menace and wonder.

Shaun Tan is one of my favorite picture book authors, perhaps because his picture books seem to appeal to such a wide-ranging audience.  In Rules of Summer, the narrative is not straight-forward, and neither are the illustrations; readers must use their own imagination to tell the story.  But even the, darkness clearly lurks around every corner.  As the boy suffers the consequences of breaking his brother’s rules, the illustrations become increasingly cold, monotone, and dark.  The implied horror makes this too old for grades first through third, but ideal for tween readers who love to read horror novels (and there are many), while stimulating their imaginations and storytelling skills.  But even amid all this abstract art and arbitrary narrative, tweens can easily identify what that first sentence, so much like beginning-of-the-year writing prompts: “This is what I learned last summer…”

Wisniewski, David.  Golem.  Clarion Books, 1996.

Based on Jewish legend, a rabbi molds a giant called Golem out of clay, tasking him to protect the Jewish people from those who persecute them.  Golem dutifully fights against his enemies, though he yearns to simply enjoy being alive and watching the sunset.  But when his task is done and the Jews are safe, the rabbi returns the Golem to clay even though the Golem begs him to “Let me live!”  Fashioned by color aid, coral, and bark cut papers, David Wisniewski’s illustrations depict a vividly majestic, yet shadow-hung Prague.  Contrasting the stately Prague Castle with the earthly Golem and humble Jewish ghetto, Wisnewski portrays the drama between cultures and the desperation of the Jewish people.

This is undoubtedly the darkest book on this list, but there’s also undoubtedly a lot to be gained from reading this with tweens.  Look at the detailed and tactile illustrations, and its no wonder the book won the Caldecott Medal, but the value of this book goes beyond even the art.  First there is the context of history and culture which becomes increasingly relevant for tweens (most begin studying World War II in depth around fifth grade).  The story of the Golem also provides some diversity among other popular Western folktales.  And finally, this book is ripe with the drama and horror that tweens love so much.  But more than that, Wisniewski’s story encourages kids to ask tough questions about traditional tales and archetypes.  Though the Golem was born to be a brute monster, Wisniewski emphasizes how he yearns for humanity.  Tweens may wonder, “Did the Golem deserve to die?”

 

Color My World (Sensory Storytime)

  

STORYTIME FOR: Berwyn Public Library (Outreach)

Hello/Goodbye Song

We Say Hello/Goodbye Like This (with ukulele)
(Tune: The Farmer in the Dell)
D                                                          A7
We wave hello like this… with our friends in storytime, we wave hello like this.
D                                                         A7
We clap hello like this…with our friends in storytime, we clap hello like this.
D                                                           A7
We stomp hello like this… with our friends in storytime, we stomp hello like this.

Why These Books?

Dog’s Colorful Day by Emma Dodd.  Dog begins the story with one black spot and gradually accrues more colorful spots as he gets dripped on and rubbed by various things.  Though this is a bit longer, it worked really well with one of the special needs classrooms that I go to see because it’s so tactile.  I ask kids about the things dog runs into, what colors appear on his coat, and we also get to count the dots together.  All of these elements make this a great concept book for building skills, but because dog keeps running into new things there is also a lot of drama.

Mouse Paint by Ellen Stoll Wash.  Another great book about animals getting into trouble that teaches color concepts.  This builds nicely after Dog’s Colorful Day, because it shows how colors mix to make new colors.  The kids don’t necessarily need to know that red and yellow make orange; the book guides them through that process.  Some of the special needs kids I read to even started guessing (correctly) what colors the mice would make next!  As an added bonus, the illustrations of the mice are absolutely delightful.  I mean, just look at them.

Press Here by Henre Tullet.  This is a great book for any storytime, not just for colors, because it is so interactive.  The book asks kids to tap and rub colors to make them change and move.  In a group setting, I usually ask kids to tap on their hands, but with a small groups it wouldn’t be a bad idea to get kids to come up (taking turns) and actually touch the book.  The class I read to kept wanting to get up and touch the colors.  Either way, the kids get really into this book, and I had a lot of nonverbal students pretending to tap, shake, and clap along with me, and getting excited!  A great book to end with!

Extensions

If Your Clothes Have Any Red  (action song)

(Tune: Do You Know the Muffin Man?)
If your clothes have any red…put your finger on your head.
If your clothes have any blue…put your finger on your shoe.
If your clothes have any yellow…be a happy fellow.
If your clothes have any brown…turn your smile into a frown.
If your clothes have any black…put your hands behind your back.

We Wave Our Scarves Together (scarf song)
We wave our scarves together
We wave our scarves together
We wave our scarves together
because it’s fun to do.
Wave them up high
Wave them down low
Wave them in the middle
Because it’s fun to do.

The More We Get Together (w/ American Sign Language)
The more we get together, together, together,
The more we get together, the happier we’ll be.
Because your friends are my friends
And my friends are you friends.
The more we get together, the happier we’ll be!

A Fun Magic Coloring Book
Activity with A Fun Magic Coloring Book that stimulates the imagination.

How It Went

I felt that this was a successful sensory storytime.  The kids really engaged with these book, eager to guess colors.  For the song “If Your Clothes Have Any Red” some of them were able to identify the colors they were wearing, but they all did the motions for each part of the song, even if they weren’t wearing that color.  And that was ok, even great!  For a sensory storytime, I think the important thing is that the kids are responding.  They loved playing with the scarves, of course.  I always try to incorporate a tactile element like scarves, beanbags, or shakers into a sensory storytime.  We’ve done “The More We Get Together Before” and that was a hit again.  I happen to know that this groups loves music, so I try to use it as much as possible.  But I think the biggest hit was possibly The Fun Magic Coloring Book.  It got a big reaction, and the kids shows more excitement for that than anything else.  Overall, I got a lot of response, which is what I like to see.

Targeting Autism

I recently attended Targeting Autism, a national forum on serving library patrons with autism.  As an outreach associate at Berwyn Public Library, I deliver storytimes to 3-4 special needs classrooms every month, and I’ve done a bit of my own research on sensory storytimes.  ALA’s how-to guide went a long way in teaching me how to approach special needs classrooms as an outreach librarian.  I gradually starting learning more about serving children with special needs during an internship at Skokie Public Library, as my mentor is a facilitator of SNAILS.  But I had really only scratched the surface in my understanding.  This is what I learned.

What You Should Know About Autism

  • Autism Spectrum Disorder (ASD) is a brain disorder that effects social and communication skills.
  • 1 in 44 people in American have autism.
  • People with autism are nervous about interacting with the typical world.
  • Autism is a spectrum, which means it manifests itself with varying degrees.
  • Some people with autism (but not all) may experience what is called sensory processing disorder, which means they may have trouble receiving and responding to information related to the senses.

During the Targeting Autism conference, we heard many speakers, from librarians to people sharing what it was like to have autism.  Our first speaker, Marty Murphy, gave us a lot of ideas about how to helps kids with autism in the library.  Symbols can help kids with autism communicate and remember the rules, especially with the help of assistive communication devices or quiet wrist bands.  Sensory rooms, or small reading nooks, were also suggested, which could be made out of something as simple as a card board box.

Marty also gave us tips on what to do in the case of an extreme meltdown:

  • Don’t touch, but ask what’s wrong.
  • See if an adult can explain.
  • Try to make eye contact.
  • Model inhaling and exhaling.
  • Ask if the child would like to call someone.
  • Listen.

A lot of the other presentations focused on developing partnerships with community organizations that were devoted to helping people with autism, such as Centers for Independent Living, The Answer, Inc, and the Early Intervention Clearinghouse.  Connecting with these services might be one of the first steps librarians can take to help families learn more about autism.  There was also an emphasis on providing opportunities for teens and adults with autism to gain volunteer experience at the library as shelvers, shelf readers, and even weeders.  These opportunities could even help teens and adults with autism transition from high school to the wider world.

Finally, we learned about this awesome YouTube series, started by two fifth grade boys with ASD and their teacher.  Two years later it’s still going strong, and I highly encourage everyone to check it out.

Overall, this was a very educational experience.  I definitely learned a lot (more than I’ve even written here), and it was wonderful to connect with other librarians dedicated to providing services to patrons with autism.  There is, of course, still more to learn.  I hope to go again next year!