WELCOME

WELCOME! For the last 19 years, about once a month, usually on a Thursday evening, a group of writers, illustrators, teachers and librarians meets in the Los Feliz area of Los Angeles to discuss children's books. Lately we have started meeting at lunch time, once every three months. Usually we talk about one picture book and one middle grade or YA novel. After the meeting, Sandy Schuckett, a retired LAUSD librarian, summarizes our discussion. Here are her reports of our thoughts about the books we have read. We'd love to have your comments too!
Thanks to Nancy Hayashi for our wonderful title art! NOTE: We are changing to a new schedule. Our meetings will now be quarterly and during the afternoon. Our group has been meeting since 2007. It was organized under the auspices of the Children's Literature Council of Southern California (CLCSC).

Thursday, June 11, 2026

THE SPIDER LADY by Penny Parker Klosterman and WHITE LIES: HOW THE SOUTH LOST THE CIVIL WAR, THEN REWROTE THE HISTORY by Ann Bausum


For an all-nonfiction meeting we started our discussion with our picture book, The Spider Lady by Penny Parker Klosterman -- a true account of Nan Songer, a young girl whose lifetime obsession with spiders and the extraction of silk from their webs led to her becoming a World War II heroine who supplied the silk from black widow spiders' webs to be used as crosshairs in guns, bombers, periscopes and other U.S. military tools. Although we all agreed that this was a great story about Nan's perseverance and learning from experimentation via her own "scientific method," sadly the physical presentation of this picture book for older readers left a lot to be desired. Here are the things we found problematical: the very light-colored text was difficult to read; the almost monotone palette of the illustrations -- which was pleasant at first -- became tedious as it continued on and most of the pictures just showed Nan working with spiders; the little blocks (sidebars) of additional information were distracting as well as being difficult to read due to lack of contrast between their text and background; the book was too long with writing that didn't really have a 'voice'; the Back Matter which did present an Author's Note and Bibliography could have presented more detailed information as well as scientific pictures of the different types of spiders shown randomly throughout the book. SO...though spider-loving middle-schoolers or science teachers would probably be intrigued with this book as a springboard to further research on spiders and/or Nan Songer, as a general read-aloud it would not really work well, due to the myriad problems delineated above.


We had a great discussion about our (much) longer YA nonfiction book, White Lies: How the South Lost the Civil War, Then Rewrote the History by Ann Bausum. We all agreed that although a very long read, this book presented many new facts about the Civil War and its causes and aftermath, and it was great that it was published during this time when some U.S. History is a victim of efforts to 'cover up' the so-called unpleasant parts. We liked that it focused on the stories of individual participants in the various scenarios that the author described. We appreciated the Introduction where the author explained why she wrote this book, but some readers were put off by the tone of anger shown by the writer, a white woman who grew up in the south, learning the 'Lost Cause' myths about the Civil War, etc. that were prevalent throughout her schooling who didn't realize the truth until much later -- after a great deal of extensive research -- which we also appreciated. We would have liked it even better if she had included more sources of personal recollections of people who were involved. Once again we were unhappy with many facets of the format: the very small text; the black print on grey paper and very small white print on black paper inserted in the middle of each chapter was hard to read, not to mention very distracting, and the extra inclusions of details of specific Civil War monuments throughout equally so. The Source Notes and extensive Bibliography in the back matter were excellent, but once again -- difficult to read due to even smaller type size; the inserted groups of pictures throughout had no specific connections with the actual text that we were reading at that point. Some readers also wondered whether YA readers of today would even pick up this book to read, but we felt it was a good resource that could be introduced by teachers and that it might be a stimulus for further student research. We thought it was "...an important book that maybe won't change anything," but we were glad that it had been written. 

 A note on format: It appears that more and more nonfiction books for young readers are being published to supposedly cater to their 'decreased attention spans.’ Many books now seem to try to emulate websites, with a lot of 'stuff' stuck in, in different fonts or print sizes, sidebars, etc. Whether this is a good thing or not remains to be seen, but as adult sophisticated readers, we have usually found it very distracting. 

Saturday, April 4, 2026

I KNOW HOW TO DRAW AN OWL by Hilary Horder Hippely, and THE TEACHER OF NOMAD LAND by Daniel Nayari


We started by discussing our picture book, I Know How to Draw an Owl by Hilary Horder Hippely and illustrated by Matt James. Several of us loved everything about this short story told by a homeless little girl, Belle, who had seen an owl one night while standing outside of her mom's car where they had been sleeping, and she felt that the owl was welcoming them to its forest. In school, her teacher shared Belle's drawing with the class as an excellent example, but Belle couldn't talk about why she drew it that way. We loved the subtly poetic language, and the emotion that was evoked by the art, much of which was shown on large wordless double-page spreads, often preceding the next action --an illustrator's challenge well met. We liked how Belle's 'flashback' was presented in a way that worked, which doesn't usually happen in picture books. A couple of readers weren't as thrilled with the book, and didn't love some of the rhyming, but we all agreed that it presented a very realistic depiction for youngsters showing them what it's like to be homeless. We all loved the ending, where Belle welcomes a seemingly sad new boy to her class, after seeing him get out of a car with a large black trunk strapped to the top. It was only then that she decided to tell her story.

 

Our novel, The Teacher of Nomad Land by Daniel Nayeri made for a very lively discussion, since there were so many different points and issues to discuss in this saga of Babak and Sana whose father, a teacher had just died, leaving them orphaned in 1941 during World War II. They determined to join a group of nomads who made annual seasonal treks from one part of Iran to another and had established a well-organized plan for setting up camp and surviving with what the land gave them. Some readers felt the first three chapters were too slow, while others felt that they set up some of the reasons why the two siblings made the decisions they did. We all liked the descriptions of the land, of nomad life, the relationship between Babak and his younger -- but very alert and precocious -- little sister, some of whose ideas and decisions saved their lives. 
We all liked the themes of the story: the importance of language, learning, and communication between people who are different, the relationship between the two siblings, the reverence for what their father had taught them, and finally, the author's notes at the back which further explained Iran's role during World War II. 
 
 
There were too many details in this story to recount here: the process of teaching a language; a 'bad guy' character; Ben, a Jewish boy fleeing a Nazi spy; the Nomad's leader. Through some harrowing adventures, some of which seemed beyond belief, the two made it to a uplifting, safe ending. Some readers questioned various parts of the book: the sister was 'too smart for her age'; the description of Ben seemed stereotypic; many of the plot points never could have possibly happened in real life; there were too many coincidences. But others felt that young readers in the target age group (grades 3-7) would be mesmerized by the suspense of a story where the children were the stars and their ingenuity and knowledge helped them to solve problems as they arose.