Social Media and Children’s Publishing

Many children’s literature publishers have embraced social media as a way to connect with their readers. Social media allows children’s publishers to interact directly with customers on a regular basis. Perhaps the most popular social media site is Twitter with children’s publishers such as Little Brown (@lbkids), Harper Collins Children’s (@HarperChildrens) and Candlewick press (@Candlewick) utilizing this mini blog format to update statuses of book releases, author signings, book-to-movie updates and related book happenings.

 

Scholastic is an aggressive user of social media boasting 24 Facebook pages, 11 Twitter handles (usernames/accounts), 3 YouTube channels, a Pinterest account and the company blog. The Facebook pages raise questions since those under 13 are not supposed to have a Facebook account yet scholastic has Facebook pages for Clifford and The Magic School Bus series which are clearly aimed at a young audience. It appears that Scholastic uses its social networking sites to connect with parents of young children as much as with the children.

 

Other pages, such as The Baby-Sitter’s Club Facebook page, are not aimed specifically at parents or children. The Baby-Sitter’s Club page has comments by younger adult women who remember reading the series in their youth. The series was recently rereleased with new covers but the Facebook page showcases several photos of the old covers with which the older readers (and legitimate Facebook users) identify. In this way, Scholastic is creating a generational bridge by recapturing the interest of original Baby-Sitter Club readers who will purchase books to complete their series and prompt their children to read the series.

 

The Scholastic YouTube channel (http://www.youtube.com/user/ScholasticKids?feature=watch) is more obviously directed at children with videos of children’s writing and illustrations, professional book trailers, author interviews, celebrity shorts (like Tony Hawk talking about reading) and kids reporting on events such as the Macy’s Thanksgiving Day Parade and interviewing people such as Olympic medalists, famous journalists and President Obama.

 

Scholastic has embraced social media as form of storytelling and not just a medium for communicating information about its products. The press uses social media to share culture of which books, literacy and storytelling are a part. Users may leave comments, ask questions and discuss thoughts with other readers and scholastic representatives. Users can retweet a Scholastic tweet and be retweeted by Scholastic on Twitter. Social media connect readers from around the world with each other. Social media connect readers with book events they may not be able to attend but can enjoy a Twitter Party as someone tweets live from the event. In this way, Scholastic’s social media are not just news feeds or product pushers but a place for cultural exchange.

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University Presses and Children’s Literature

University presses are known for producing critical scholarly works; yet, they are not limited to this genre. One advantage of university presses, which do not traditionally seek large profits, is that they can choose to promote books that may have been otherwise overlooked by commercial publishers. This post briefly examines three university presses which publish children’s literature. These children’s books are a place where scholarship and regional interests collide to produce unique materials with strong local appeal.

The University of Iowa Press is the only university press in the state and as such it “is dedicated to preserving the literature, history, culture, wildlife, and natural areas of the Midwest” (University of Iowa). The press has published three books for children all by Claudia McGehee: A Woodland Counting Book, A Tallgrass Prairie Alphabet and Where Do Birds Live? These books are a part of the Bur Oak Books & Bur Oak Guides series including fiction and nonfiction, adult and children’s books, which promote the natural history and environmental issues of the prairie. All three picture books have beautiful scratchboard-with-watercolor illustrations with plants and animals that may be found in the Midwest. The university teaches courses on the prairie in its environmental sciences program on campus and off at the Iowa Lakeside Laboratory. These books capture what is important to the university (teaching about and preserving the environment) as well what is important to children (learning to count and read) and will appeal to adults looking for a special gift for a child.

The Louisiana State University (LSU) Press, which states that it is mission-driven not profit-driven, has published children’s nonfiction which promotes the university’s interests as well local interests. Molly the Pony by Pam Kaster is the true story of a pony who survived Hurricane Katrina. The horse later had an amputated leg and was successfully fitted with a prosthetic limb. LSU’s veterinary hospital conducted Molly’s surgery making the story a promotional piece for the university. The horse’s story has special appeal to children who have lived through a hurricane, experienced a serious injury or who simply enjoy stories about horses.

The University of Minnesota Press, much like Iowa’s, professes a commitment to publishing books which promote the state’s natural environment. The Great Wolf and the Good Woodsman by Helen Hoover was first published in 1967. This 2005 edition, illustrated by Betsy Bowen, is an example of how old titles are given new life at university presses. The animals in the story may be found in northern Minnesota, fitting this book into the Fesler-Lampert Minnesota Heritage series which republish new editions of out-of-print books “that contribute to our understanding and appreciation of Minnesota and the Upper Midwest” (University of Minnesota). These books are historical records as much as pleasure reading for children.

None of these presses are devoted to children’s literature but fulfill their missions by publishing certain children’s books. University presses, such as the Oxford University Press, publish widely in children’s literature – from poetry to history, science to language. University presses such as those mentioned above have chosen to specialize in children’s literature which promotes the interests of their institutions and their communities thereby offering unique books for targeted demographics – demographics that are perhaps smaller and likely to be overlooked by large commercial publishers who need best-sellers with wide appeal.

Bibliography

University of Iowa. (n.d.). History & Mission. Retrieved 2012, from University of Iowa Press: http://www.uiowapress.org/about/history-mission.htm

University of Minnesota. (n.d.). University of Minnesota Press. Retrieved 2012, from About the Press: http://www.upress.umn.edu/about-us

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Children’s Magazines Online: National Geographic Kids

If a Google search of “kids magazines” is any indicator, it appears that the children’s magazine industry is robust. Several, like American Girl, are specifically written for preteen girls. Others, like Sports Illustrated Kids, appeal to boys with male athletes receiving the most recognition in their magazine and online presence. A large amount of the magazines I found were about animals and the natural world.

National Geographic publishing two magazines for children: National Geographic Kids, for ages 6-14, and National Geographic Little Kids, for ages 5 and younger. These magazines are available in print for a subscription fee. However, each magazine has a counterpart online. National Geographic Kids can be found here: http://kids.nationalgeographic.com/kids/.

What is it?

The online magazine offers a plethora of information on nature in various formats. From craft projects (with full instructions)  to videos of animals, sound clips of roars, photos of kids around the world, and even games, there is something for every child. It is easy to be mesmerized by the colorful photos and interactive features of the website.

So, lots of pictures…what makes it special?

A pleasant find on the website was a blog, under the Community tab, and can be found here: http://kidsblogs.nationalgeographic.com/blogs/. Blog posts include book reviews under DogEared, planetary issues under GreenScene and other themed posts following children traveling around world. Other posts included timely issues of interest to kids such as the winner of the Westminster Dog Show. However, the posts did not flow in strict reverse chronological order. It may be they recycle posts.

Safety first…

The blog is monitored to ensure its kid friendliness. They do not allow links in comments thereby maintaining the enclosed feeling of the website. The only advertising on the website is for the subscription of the print magazine and other aspects of the online magazine. All of the links I tried kept me within the National Geographic website which is a bonus for parents concerned about their kids’ surfing the web.

then team work.

Overall, this was a visually stunning and well done online magazine for kids. The magazine made reading interactive — not just something one does alone or solitary. It encourages kids to engage with the information on the website and with each other by voting in polls, leaving comments, uploading their photos and downloading consumables. This magazine, as most are, is about having fun with information. Reading National Geographic Kids is not homework. It will whet the appetite and encourage reading as an enjoyable activity. I know I’ll be coming back to check out craft ideas for storytimes as well as offering it to kids who ask for craft ideas while I’m at the reference desk. It’s free and it’s awesome. ‘Nuff said.

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Books, Stories, Texts and Readers

Books. Some people love them. Some people can’t stand them. While some read several books a month others may read a handful a year or maybe none at all.

Stories. Narratives are shared between people in order to connect emotionally, intellectually and metaphysically with each other. Not all books are stories and not all stories are in books though the two seem made for one another.

Texts. Symbols require interpretation in order to convey meaning. These are texts. Books are only one type of text.

Readers. We are all readers. No matter what one’s reading proficiency we all interpret symbols around us to make sense of our world. It’s hard to get away from reading. Can you imagine going through a day without seeing and reading a text?

The above are some thoughts this blog will explore. Expect book reviews and personal musings related to these ideas.  I happen to be a reader who enjoys many types of texts but especially stories in books. Happy Reading!

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