Tuesday, September 30, 2014

About Lying...

Disney's Pinocchio
From small fibs to huge, Hollywood-worthy tales of deception, lying is an enormous part of our lives. And there are many shades of lying.  There is outright lying - telling something we clearly know not to be true, there are 'white lies' and then there in simply not telling all that should be told. Not only do we have to teach our kids not to lie, we have to teach them how to recognize lying.  Not an easy feat.

According to the American Academy of Child and Adolescent Psychiatry, children and adults lie for similar reasons: for personal gain, to get out of trouble, to impress others, to protect someone (including themselves), to make people feel better ("of course I love you," "you look great in that dress"...), or to soften bad news.. They also note that at a young age, children experiment with the truth and this experimentation continues with increased sophistication and elaboration as their cognitive abilities continue to develop. When a child lies, it doesn't mean they're bad or delinquent - they're learning about social cues, social interactions and limit setting.

How to respond to lies? This in part, depends on the age of your child. It also, often, depends on your culture.

Some parents even ask if they should discipline their child for lying. Most, however, that it depends on the nature and reason for that lie.

Psychologists agree, however, that punishing a young children for lying is ineffective. The better approach is to diplomatically doubt them ("Really? But if you didn't eat the cookie, what are those crumbs on your chin?"). As they get older, your responses can become firmer, letting them know it is not okay to lie and that with lying come unpleasant consequences. 

That said, for those who want to discipline or control their child's lying here are some suggestions:
  • One way to get kids not to lie is to avoid setting them up to lie. 
  • Another way is to not get mad at them when they tell the truth. 
  • Point out and consider "consequences" to your child's without getting angry. 
  • One final preventative suggestion is to provide them with positive, role models. I realize that is often easier said, than done.
Please use the links below to learn more about how to respond when your child lies.

The Psychology of Lying

While we've been lying since recorded time, it has only recently been studied by psychologists. Neitzche asserted that the lie is a condition of life. Freud wrote next to nothing about lying, and
the 1500+page Encyclopedia of Psychology, published in 1984 mentions lies in a brief entry on how to detect them.

Psychologists are now finding that most of us receive conflicting messages about lying. While we're socialized and told to always tell the truth, in reality (at work, in relationships, in history and in fiction), we see that many are rewarded for their lies, half-truths and deceptions.

Below is an  infographic by Full Tilt Poker that examines exactly how we lie — and how we feel about it afterward. It was developed for poker players but is interesting and informative for just about anyone. I have to say, though, that I find their numbers and statistics a bit high. That said, it is food for thought.
The Psychology of Lying
By Dr, Paul Seager at Full Tilt Poker found at http://visual.ly/psychology-lying
For more on lying, please check out the resources below. 
In the meantime, thank you for your visit.
Please leave your own opinions and suggestions in the comments below.

BOOKS  ABOUT LYING you might want to read with your kids:
  •  Not Me by Nicola Killen (Preschool)
  • The Boy Who Cried Wolf  by B.G Hennessy, illustrated by  Boris Kulikov (Preschool)
  • The Berenstain Bears and the Truth by Stan and Jan Berenstain (ages 3-8)
  • My Big Lie by Bill Cosby, illustrated by Varnette P. Honeywood (ages 3-8)
  • The Honest to Goodness Truth by Patricia McKissack illustrated by Giselle Potter (ages 3-8)
  • Liar, Liar, Pants on Fire by Diane deGroat (ages 3-8)
  • Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin (ages 3-8)
  • Be Honest and Tell the Truth by Cheri J. Meiners (ages 5-8)
  • Babymouse for President graphic novel by Jennifer Holm and Matthew Holm (ages 3 +)
  • Giants Beware graphic novel byRafael Rosado and Jorge Aguirre (ages 5+)
  • Edwurd Fudwupper Fibbed Big by Berkely Breathed (ages 5+)
  • Don't Tell a Whopper on Friday written by Adolph Moser Ed.D., illustrated by David Melton (ages 9+)

Wednesday, September 24, 2014

Happy Jewish New Year 5775

I wish you and your families a HAPPY and HEALTHY New Yea
May 5774 be a year of peace, prosperity and of tikun olam (the healing of our world) and good will to all.
By Shlomit G. found at loveforhispeople.blogspot.com

As always, thank you for your visit

For additional resources and information please visit:

Tuesday, September 23, 2014

Kazu Kibuishi's "AMULET" - Discussion and Teaching Suggestions

Amulet by Kazu Kibuishi, Scholastic
This post takes a closer look at the Amulet series by Kazu Kibuishi. The sixth volume of a projected 10-volume series just came out. While detailed in its own right here, please visit Using Graphic Novels in Education: Amulet for even more lesson/discussion suggestions, a break down of the six volumes to date, and Common Core Standards the lesson suggestions address.

Meanwhile - a glimpse into Kazu Kubuishi's Amulet:

Amulet is an award-winning graphic novel series about Emily and her brother Navin who, through extenuating circumstances, find themselves battling for the freedom of a parallel world and face mounting dangers with new found friends. This coming-of-age series continues to win awards. The Young Adult Library services Association named it one of Best Books for Young Adults in 2009. In 2010, it won a Rhode Island Children’s Book Award and was included in a Library Journal list of “Graphic Novels for Reluctant Readers.” In 2011, it received a Young Reader’s Choice Award, and in 2013, it was ranked fourth on Goodreads’ “Best Graphic Novels for Children” list. These books received an Eisner nomination and are currently New York Times bestsellers.

The Amulet series includes (to date):
  1. Amulet Book One: The Stonekeeper
  2. Amulet Book Two: The Stonekeeper’s Curse
  3. Amulet Book Three: The Cloud Searchers
  4. Amulet Book Four: The Last Council
  5. Amulet Book Five: Prince of the Elves
  6. Amulet Book Six: Escape from Lucien

Amulet by Kazu Kibuishi, Scholastic
Amulet is about a determined girl named Emily and her younger brother Navin, who move into their great-grandfather’s country house outside a town called Norlen after their father’s death. While the locals believe the house is haunted, Emily and Navin’s mom, Karen, has no choice but to fix up the old house and move in. Times have been hard without their dad, and the home is all they can afford. While cleaning the cobwebs and dust, Emily discovers a locket — the Amulet — and Karen, Emily, and Navin are transported into an alternate world through a small door in the basement. They soon discover that they’re descended from a line of Stonekeepers, people charged with protecting the alien world. They also find shortly after their arrival that something is terribly wrong.

In the six volumes to date, we learn about Emily’s family’s past, her great-grandfather’s abrupt disappearance, and the power of the Amulet. Emily and Navin, with the help of extraordinary supporting characters, also learn about their own powers — powers to cope, powers to survive, powers to protect others, and powers to grow.

Amulet introduces us to wonderfully faceted characters — robots that bring to mind Star Wars; steampunk robot houses; elves; anthropomorphic foxes, rabbits, and cats; all sorts of flying machines piloted by children and robots; and more. The reader also encounters amorphous voices and characters who feel like pure evil. Amulet’s plot and diverse characters are achieved through rich dialogue as well as lavish art.

Through exciting twists and turns, Amulet deals with familial responsibilities, coming of age, finding the courage to face unwanted challenges, and the importance of teamwork. In each volume we ride a roller coaster of plot twists, along with outstanding art, graphic design, and character development.
These books are geared for kids 7+ and can be easily integrated into language arts and social studies lessons for grades 2-6. That said, they’re wonderfully entertaining for readers of all ages, and would encourage outside-of-school reading.

Amulet by Kazu Kibuishi, Scholastic
In short, Amulet is a about finding the courage and the means of facing one’s challenges and fears. It’s a series about heroes and responsibility and learning to trust. It’s a series about the benefits of teamwork when facing the challenges of growing up.
Throughout the series readers learn:

  • How to accept and meet the burdens and challenges of responsibility to one’s family and one’s community;
  • How to balance meeting and falling short of expectations;
  • How to accept fate while facing and navigating fears;
  • How to recognize and accept given gifts and skills while balancing goals and expectations;
  • How to learn to use your strengths and skills while accepting help from others when those strengths and skills are not enough;
  • How to figure out what it takes to be a hero.
Amulet’s themes include:
  • The power and importance of friendship;
  • The power and importance of family and strong sibling relationships;
  • The pressures and challenges of living up to expectations;
  • The pressures of juggling fate, circumstances, fears, and realities when problem solving;
  • Finding the resources and courage to face and overcome fears;
  • Realizing that success entails dedication, creative problem solving, and teamwork;
  • Learning to recognize good versus evil and understanding that things aren’
Amulet by Kazu Kibuishi, Scholastic


Plot, Themes, and Values Related
  • In each volume, Emily and Navin must overcome challenges. Plot the challenges each face and the strategies they use when facing them. Discuss and evaluate the effectiveness of their strategies. Brainstorm your own. You may want to do this for Trellis and Max as well.
  • Over the course of the series, discuss how Emily and Navin have changed. Have students bring in evidence to support their positions.
  • Over the course of the series, we frequently question the motivations of Trellis and of Max. Discuss why Kibuishi has us question their motives, and discuss how Kibuishi creates these ambiguities.
  • In each book the characters are forced to make decisions and must then deal with the consequences. Plot the decisions and consequences of the characters’ actions. What can you learn from them?

Amulet by Kazu Kibuishi, Scholastic

Critical Reading and Making Inferences
  • Search and discuss the many truths Emily and Navin learn in each book. For example:
    • In Book One: The Stonekeeper (p. 72), the Voice tells Emily, “Being a Stonekeeper is a responsibility you mustn’t take lightly.” What might these responsibilities be? Why can’t they be taken lightly?
    • In Book Two: The Stonekeeper’s Curse (p. 99), Leon Redbeard and Emily discuss the choices she is facing. Discuss what Leon means when he says, “You must believe that you are here by choice and not by circumstance…You must…take control of your life and the stone will follow.” What might Leon’s implications entail?
    • In Book Three: The Cloud Searchers (p. 145), Mom tells Emily that, “If you can find the confidence to trust yourself, you can make it through any situation, no matter how bad things seem.” Discuss how confidence can help you through situations. Give specific examples.
    • In Book Four: The Last Council (p. 38-39), Mom tells Emily that, almost everywhere you go in life, “…you’re going to find something wrong with the place. That’s the way life is… You just have to be willing to follow their systems and do what you can to make things right.” Have students explain this and come up with examples of how in school and in their extended communities they can try to ‘make things right.’
    • In Book Five: Prince of the Elves (p. 58), Vigo tells Emily that, “Sometimes personal desires and ambitions can cloud the judgment of even our brightest minds.” Explain what Vigo might mean, giving examples to support your interpretation.
    • In Book Six: Escape From Lucien (p. 20), Leon tells Emily to trust her instincts and to “Just remember that these people need your help to begin with… not making decisions can be the worst decision of all.” Have students explain what Leon means, giving examples to support their opinions.
Amulet by Kazu Kibuishi, Scholastic
Language, Literature, and Language Usage
  •  Search, chart, and discuss literary devices used in Amulet. You may want to compare other ways to write the same ideas in an effort to show the value of these devices.
  • Foreshadowing can be found in each of the volumes both in the text and the images. Search for and discuss examples of foreshadowing and have students create their own examples.
  • Puns and idioms are rife in these books. Search, define, and discuss these literary devices and have the class brainstorm others.
Content-Area Lessons
  • Social Studies: Compare and contrast the way the cities of Cielis, Alledia, Lucien and Kanalis are designed, run, and maintained. Ask students: How are these cities and the daily lives of their inhabitants similar and different from where you live?
  • Social Studies: In Book Four: The Last Council (p. 38-39), Karen tells Emily that almost everywhere you go in life, “…you’re going to find something wrong with the place. That’s the way life is… You just have to be willing to follow their systems and do what you can to make things right.” Discuss how different systems of government do and do not encourage and empower their citizens to “make things right.”
  • Social Studies: In Book Four: The Last Council (p. 81), Vigo recounts how Silas criticized the Council for making decisions based on its fears. Discuss how political and social decisions are made and why making decisions from fears may or may not be the best way to legislate.
  • Social Studies: In Book Five: Prince of the Elves (p. 22), we see a flashback of Max Griffin before the Guardian Council. He is being sentenced “…to fifty years in the ice prison of Korthan for aiding in the escape of war prisoners. You will also face trail in prison for your actions leading to the deaths of four soldiers….” Discuss whether this sentencing and punishment is just or unjust (giving examples to support your opinions). You may also want to discuss the choice of location for Korthan (and other) prisons.
  • History/Social Studies: In Book Five: Prince of the Elves (p. 58), Vigo tells Emily that, “Sometimes personal desires and ambitions can cloud the judgment of even our brightest minds.” Have students search for examples in history that support Vigo’s statement.
  • History/ Social Studies: In Book Six: Escape from Lucien we meet the Resistance Army. Discuss why it is called a “Resistance Army” and compare this army (its structure, goals, and missions) to resistance armies throughout history.
  • Science: In Book One: The Stonekeeper, Karen is stung by an “arachnopod.” In Book Two: The Stonekeeper’s Curse we learn a little more about arachnopods.H ave students create their own original deadly animals with names based on existing scientific taxa. Have students describe what these animals look like, where they live, what their deadly powers might be, and what we might do to protect ourselves from those deadly powers/threats.
Amulet by Kazu Kibuishi, Scholastic
 Suggested Prose Novel and Poetry Pairings

For more fun or if seeking resources for deeper literary analysis, here are some books/poems similar to Amulet that we’re sure you’ll enjoy.
  • Zita: Space Girl by Ben Hatke: A graphic novel series about a young girl who is also is transported into an alternate world, and reluctantly finds herself a hero.
  • A Wrinkle in Time by Madeleine L’Engle: A book in which a brother and sister must travel to an alternate world to find and rescue their scientist father.
  • The Road Not Taken by Robert Frost: A poem about choices one must make.
  • The Hobbit by JRR Tolkien: A book in which a humble hobbit must join with forces with elves, dwarfs, and others to go on an adventure and save Middle Earth.
  • The Harry Potter series by JK Rowling: A coming-of-age series with magic, adventure, good, and evil.
  • Alice in Wonderland by Lewis Carroll: A story in which a girl falls through a rabbit hole and finds herself in an alternate reality.
  • The Lion, The Witch and The Wardrobe by C.S. Lewis: A book in which siblings transport through a wardrobe into an alternate world that they must save from an evil queen.
  • The Oz series by L. Frank Baum: Including the Wonderful Wizard of Oz, this series follows the adventures of several children, including Dorothy, in the magical Land of Oz.

 As always, thanks for your visit.
In the meantime, please leave your own suggestions and reactions in the comments below.

Tuesday, September 16, 2014

Banned Book Week: Ensuring Everyone Has a Choice

SLJ1409w FT GN opener Teaching With Graphic Novels
Illustration by Gareth Hinds

While I believe parents have a right to screen what their kids read, I do not believe books should be banned or censored. Freedom to read and to write is one of the supreme gifts of our Constitution's First Amendment, and it should be protected.

In honor of Banned Books Week - September 21-27, 2014 I thought I'd share clips from articles and resources to ensure that everyone has the option to read what they choose.

This year, Banned Books Week 2014 events and celebrations will emphasize a thematic focus on comics and graphic novels.

So in the spirit of spreading awareness of how schools, libraries and individuals can fight censorship, below, are some wonderful links both from School Library Journal, the Comic Book Legal Defense Fund, and additional recommended resources:
School Library Journal has two outstanding articles that discusses comic and graphic novels in schools: the challenges they face and why it's a fight worth fighting. Teaching With Graphic Novels by Brigid Alverson, School Library Journal September 8, 2014 relates that:
"...This is the paradox of graphic novels: The visual element that gives them their power can also make them vulnerable to challenges. Researcher Steven Cary calls this the “naked buns” effect. ...
At the same time, graphic novels are increasingly used in the classroom. For over a decade, public librarians have been promoting graphic novels as literature, and researchers have studied their benefits in educational settings.
Image copyright 2013 Dav Pilkey
From challenged material to classroom curricula:
To help educators and librarians deal with the potential fallout sparked by strong graphic imagery, the American Library Association’s (ALA) Banned Books Week planning committee, working with the Comic Book Legal Defense Fund (CBLDF), has made comics and graphic novels the focus of this year’s Banned Books Week (BBW; September 21–27)...
“The number and profile of challenges that CBLDF participates in has risen dramatically in recent years,” says Charles Brownstein, executive director of CBLDF. “As a partner in the Kids’ Right to Read Project, we are addressing challenges to comics and prose books on an almost weekly basis."...
“Prose books and comics are challenged for the same reasons,” Brownstein says. “Content addressing the facts of life about growing up, like sexuality, sexual orientation, race issues, challenging authority, and drug and alcohol use are causes for challenges. [Profanity] is often a factor,” as is violence.
Graphic novels as teaching tools:
Educators agree that graphic novels are useful for teaching new vocabulary, visual literacy, and reading skills. They “offer some solid advantages in reading education,” says Jesse Karp, early childhood and interdivisional librarian at the Little Red School House and Elisabeth Irwin High School in New York City. “They reinforce left-to-right sequence like nothing else. The images scaffold word/sentence comprehension and a deeper interpretation of the words and story. The relative speed and immediate enjoyment build great confidence in new readers.”
“For weak language learners and readers, graphic novels’ concise text paired with detailed images helps [them] decode and comprehend the text,” says Meryl Jaffe, an instructor at the Johns Hopkins University Center for Talented Youth, Online Division, and the author of several books on using comics in the classroom. “...While vocabulary is often advanced, the concise verbiage highlights effective language usage,” adds Jaffe, who also blogs for CBLDF about using comics in the classroom...
Furthermore, Jaffe says, the pairing of words and images gives learning a boost by creating new memory pathways and associations. “Research shows that our brains process and store visual information faster and more efficiently than verbal information,” she says. “Pairing [graphic novels] with traditional prose texts is an excellent means of promoting verbal skills and memory.” ...
Sometimes graphic novels can convey an idea better than conventional prose. Ronell Whitaker, who teaches English at Dwight D. Eisenhower High School in Blue Island, Illinois, had been “running into a wall” trying to teach his students about inference until he started using graphic novels. When he taught Gene Luen Yang’s American Born Chinese (First Second, 2006), his students had to infer that the three main characters were all the same person. “This was especially difficult for some of my kids, but when they got it, they felt like they had discovered a hidden message,” he says.
The pull of graphic novels in the school library was demonstrated in a 1981 study cited in Stephen D. Krashen’s The Power of Reading (Libraries Unlimited, 1993). Researchers put comics in a junior high school library and allowed students to read them there, but not check them out. Visits to the library increased by 87 percent and circulation of non-comic books by 30 percent.

 How to Head Off Challenges:
“The single most important step to prevent challenges is to have a detailed and comprehensive selection policy, including challenge procedure,” says Brownstein. “Many libraries and school districts refer to or even quote ALA’s Library Bill of Rights.” He also cites the importance of shelving books according to the appropriate age group.
“The biggest step I take to prevent a challenge is to make sure I’m ordering books that are fitting for the age range of the students I serve,” says Esther Keller, librarian at I.S. 278 Marine Park in Brooklyn and a contributor to SLJ’s Good Comics for Kids blog. In the Persepolis case, Keller thought the book was more suited to high school students.
Good communication with parents and staff is key. “I made sure my principal was on board before I even started the collection,” as well as conversing with administrators and parents, Keller says...
Should a challenge occur, Brownstein advises librarians to follow procedure “to the letter”—which can be difficult if it goes directly to the district school committee or an administrator, rather than the school. He urges them to report the challenge and reach out to CBLDF, ALA, and the Kids Right to Read project. “Even if the challenge is resolved quietly and successfully, it’s important to report it to us, to the Office of Intellectual Freedom at ALA, or the National Coalition Against Censorship,” he says. “The more information we have about what’s being challenged, the better equipped we are to respond in a helpful way, and to make proactive tools.”
These are just excerpts, please read the complete article at: http://www.slj.com/2014/09/books-media/graphic-novels/the-graphic-advantage-teaching-with-graphic-novels/#_

From: bannedbooksweek.org
  • ALA has a list of “The Best Graphic Novels for Children” with graphic novel suggestions for Grades K-2; Grades 3-5; and Grades 6-8  
  • No Flying, No Tights  Graphic novel reviews by librarians. 
  • A Parent’s Guide to the Best Kids’ Comics” by Scott Robins and Snow Wildsmith contains 256 pages reviewing kids’ comics and graphic novels. Each entry contains an overview of its suitability for kids along with enough information to help adults determine its appropriateness for their child/student. 
  • The Comic Book Legal Defense Fund has an ongoing column (through the generous contribution of the Gaiman Foundation) “Using Graphic Novels in Education” which highlights a specific graphic novel or graphic novel series and how it can be incorporated into classrooms (including teaching suggestions and how they meet Common Core Standards) http://cbldf.org/?s=using+graphic+novels+in+education
  • The School Library Journal is an excellent site with reviews and discussions about graphic novels and classroom use which can be found here: http://www.slj.com/category/books-media/graphic-novels/ and here: http://www.slj.com/category/reviews/graphic-novel-reviews/
  •   http://departingthetext.blogspot.com/2012/09/he-yes-graphic-novels-should-be-used-to.html and - http://departingthetext.blogspot.com/2012/07/common-core-standards-and-changes-what.html are two posts on how graphic novels address Common Core Standards along with reading suggestions.
  • Good Comics for Kids Graphic novel news, reviews, and interviews by librarians and other critics.
  • The Comic Book Teacher High school English teacher Ronell Whitaker reviews graphic novels and discusses how he uses them in the classroom.
  • Comics in Education  Gene Luen Yang, the author of a number of acclaimed graphic novels including American Born Chinese and Boxers & Saints, is also a high school teacher. This website is the online version of his Masters degree in education project and includes information on the history of comics in education and the use of comics in education as well as other resources.
  • Diamond Book Distributors has a list of graphic novels they distribute relaying how they fit into the Common Core Standards. The list can be downloaded at http://www.diamondbookdistributors.com/default.asp?t=1&m=1&c=53&s=658&ai=135961
  • There are also books for teachers on how to integrate graphic novels into classrooms. Most that I’ve seen contain rationale for teaching with graphic novels, some sample lesson plans but little additional reading suggestions.  The two books below have lesson plans along with extensive bibliographies and further title suggestions for middle and elementary school readers:
    o   Using Content-Area Graphic Texts for Learning: a Guide for Middle-Level Educators by Jaffe and Monnin (2012, Maupin House) – this book has graphic novel lesson plans and reading suggestions for middle school language arts, math, social studies and science classrooms.
    o   Teaching Early Reader Comics and Graphic Novels by Monnin (2011) – explains graphic novels and provides lesson plans and reading suggestions for elementary-level language arts.


·      Read through the comic or graphic novel before using it.  As you know the school/library/community culture, demands and expectations you will have a sense of what is appropriate.
·      Charles Brownstein, Executive Director of Comic Book Legal Defense Fund.
e Fund always cites the need for having strong policies and guidelines in place. Such established policies and guidelines make it easier to tackle challenges that might arise.
·      Be prepared.  Head off challenges with research and resources (CBLDF’s Raising a Reader! and Banned Books Week Handbook have been designed and used for just that purpose). Be able to show the values of graphic novels. You may also want to search the title of the graphic novel your’re hoping to use.  See if it has been challenged and why. The Comic Book Legal Defense Fund (CBLDF) has some outstanding resources to help:
o   An ongoing column “Using Graphic Novels in Education” highlights selected specific graphic novel or graphic novel series (one to two columns are published per month – just enter “Using Graphic Novels in Education in the search or click here http://cbldf.org/?s=using+graphic+novels+in+education. For each book highlighted, there is:
§  a summary,
§  a list of the book’s themes,
§  suggested lessons and discussions,
§  suggested paired readings, and
§  additional resources you might want to incorporate in your lessons.
§  Each posting also discusses how the teaching suggestions meet Common Core  Standards. http://cbldf.org/?s=using+graphic+novels+in+education
o   Raising a Reader: How Comics and Graphic Novels Can Help Your Kids Love to Read! Written by Meryl Jaffe Ph.D. with art by Raina Telgemeier and Matthew Holm, with an introduction by Jennifer Holm (sponsored by the Gaiman Foundation). This publication relates WHY graphic novels are great classroom additions. So if you’re about to head to a department/administrative/board meeting where the use of graphic novels in general is questioned, this is a great resource to share. A free download of a web-ready and/or print ready version can be found here http://cbldf.org/resources/raising-a-reader/
o   “Graphic Novels: Suggestions for Librarians”  with title and shelving suggestions can be found here http://cbldf.org/graphic-novels-suggestions-for-librarians/
o   CBLDF Banned Books Week Handbook – with art by Jeff Smith can be downloaded here for free http://cbldf.org/2014/06/celebrate-the-freedom-to-read-with-cbldfs-new-banned-books-week-handbook/
o   For those interested in Manga, CBLDF and Dark Horse published CBLDF Presents Manga: Introduction, Challenges, and Best Practices.

o   You can also go to CBLDF at cbldf.org and under “Search” type in the book(s) you are hoping to use. You will then see if, when, where, and why that particular publication was challenged.
Image by Jeff Smith at www.cbldf.org
Here is an outstanding resource that is free to download:  Celebrate! Banned Books Week: CBLDF Banned Books Week Handbook. This handbooks discusses why books (particularly comic books) are banned, which comic books have been banned, myths and fallacies about banned books, and finally how to report, address and fight book censorship and banning.

From www.ala.org
Thank you as always for your visit.
Please leave your thoughts, reflections, or additional resources in the comments below.
And here's to protecting everyone's right to read!