Hello, I'm Patrick Adams. And I'm Caroline Lischier. And this is Librarians of Littles,
a podcast where we discuss being librarians for our youngest learners. We share book reviews,
makerspace activities, and some tips and tricks to help in the early library setting.
This week, being the end of February, in the next couple weeks, we have Read Across America
coming. Read Across America Week is celebrated March 2nd through 6th. And it starts on the second,
which is Dr. Seuss' birthday. Read Across America Week aims to encourage reading and
to educate people about its benefits, especially among children and young adults.
Read Across America Week being connected to Dr. Seuss. Dr. Seuss can be considered a problematic
character, a problematic person of history. And so I don't personally do a lot to connect
Read Across America with Dr. Seuss, but the influence of his writing cannot be ignored.
And so the Theodore Seuss Geisel Award is given annually to an author or authors and illustrator
or illustrators of the most distinguished American books for beginning readers published in English
in the United States during the preceding year. The winner or winners are recognized for their
literary and artistic achievements that demonstrate creativity and imagination to engage children
in reading. The winner receives a bronze medal and then honor book authors and illustrators
receive certificates, all of which are presented at the ALA annual conference. The award was
established in 2004 and was first presented in 2006. And this week we will be looking at some
Geisel Award winners and honor recipients. The first book we'll look at is Fox Has a Problem
published by Harper Collins in 2023, written and illustrated by Corey R. Taber. The awards for
Mr. Taber include a Caldecott honor for Mel Fell, the Theodore Seuss Geisel Award for Fox Has a
Problem, Fox At Night, and Fox the Tiger. Corey Taber grew up in Wyoming. He grew up drawing,
crafting, and creating with his brothers. He took as many art classes as possible in school,
and he now lives in Washington with his wife and son. Some of his other books include all the Fox
books, so there's Fox versus Fox, Fox the Tiger, Fox at Night, and then there's Simon and the Better
Bone, Sir Ladybug in the Bookworms, Sir Ladybug in the Queen Bee, Mel Fell, and Snail Crossing.
So for the book summary, um, for Fox has a problem. Fox has a problem, and it's not a new
problem. His kites keep getting stuck in trees, and so as Fox tries to solve the problem, he
creates new problems for other animals, including bear and rabbit. And as the other animals get
upset about Fox and his so-called solutions, Elephant comes up with a solution that really
does solve Fox's problem, and in the end, everyone is able to enjoy the kites. I thought this was
a really cute story. I've read all of the Fox books in the Fox series, and they're really great.
They're simple text, kind of a predictable, repeated story, uh, repeated words that kind of help the
students that are learning to read to get through the story. They're great for young readers. The
illustrations are bright, and they help to keep the students engaged. I really love all of these
Fox books. Fox has a problem. It's just a really cute one. It gets, they all get kind of silly,
and I think Cory does a great job of being able to engage those readers with a simple short story
that is just a lot of fun to, and to read with students. I agree. I love the series. Actually,
when we were talking about picking books that had won the Geisel Award for this episode, I was
gonna pick another Fox book, but then I saw you'd already chosen this one, and so I elected to do
another one, um, just so we would have a little bit more variety on this particular episode, but I
really love all of them. They're really engaging, um, really bright, memorable characters that are,
really fun for the kids. So, excellent choice. Absolutely. Yeah, I mean, all of them are so good.
Like, I just read Fox the Tiger, um, within the last week or two with my pre-K class, and they
thought that one was hysterical too, um, where he tries to paint himself to look like a tiger,
and then Turtle tries to paint himself to look like a race car and robot, or Rabbit makes
that cardboard box so he can be a robot. Like, they thought that was very silly and fun.
Um, it's just, the characters are just so creative and so clever, and I think he does a really good
job of just sharing that enthusiasm with the students. Um, all of my kids were curious of what
the next problem was gonna be that he created when he was trying to solve his problems, and
it's just a really cute story. So, I think that this definitely deserves a high rating. Um,
I would say probably, I think for a pre-K class, if you're doing this as a read-aloud, it's gonna get,
I think, a five out of five. It's good that it's a short enough text that keeps them engaged. The
predictability of the text helps them to be able to, to understand what's happening, and they'll
build guests along with you. And I think that the pictures are so bright and wonderful that the kids
love to see them. I think there's a great story overall, I think five out of five.
I agree. I would probably give most of the Fox books, actually, a five out of five. They're really,
um, it's a lot of fun, and if you need to extend your story time a little bit, it's a really great
series too. Um, so you could just read a few of those books back to back, and the kids can really
get to know those characters and kind of the shenanigans that they get into. So, yeah.
So, absolutely. Yeah. Um, and so a makerspace activity that we could connect to this is
there, this one I came up with, there's a little bit of prep involved, but I think it would be a
lot of fun. Um, the materials you'd need would be, uh, cardstock or maybe some tissue paper, or
you could probably do it even with just printer paper or construction paper. Um, some large popsicle
sticks, some tape, some ribbon yarn, colored pencils, crayons, markers, um, some glue, and the
activity is having the students build and decorate their own kites. So, you'd probably want to have
those large popsicle sticks already kind of glued together in that T shape that you'd want for the
kite, and you might want to have pre-cut paper or cardstock so that they can kind of attach the
sticks to their paper, and then they can use the crayons, colored pencils, and markers to decorate
their kite, and before it's done, add some ribbon or yarn as the tail for the kite, and you could
have a lot of amazing decorated kites that you can either hang from your library or put on walls,
or send home with the kids, um, a cute little decoration, a lot of fun for the kids. And since
Fox had so many kites stuck up in the trees, kind of connects with, um, where at the end, all of the
animals were able to fly a kite as well, so now your kids will have a kite too. Yeah, I love that
idea, and I think, um, even as you were saying it, I was thinking it would be really fun to do that
maybe at the beginning of the school year, um, because they were stuck up in all the trees, it
would be fun to do that at the beginning of the year, and then maybe have kites that the kids
would just decorate the whole library with and just have them all over the place that might be a fun
connection for the kids so they could kind of see their, um, work all year long and kind of be reminded
of that story in the coming months. I love that. Yeah. All right, so for a library of little tips
or trick, this week I thought we'd discuss book checkout because we've got these young kids that
have, most of them have never used a library before, and so the book checkout process is a long
process. It's brand new to the students, and there's a lot that goes into that process,
and so I figured we should talk a little bit about how that might work. So Caroline, you want
to tell us a little bit about how you prep for that, what you do with your students, because I know
you've got some ideas. I'll share my ideas also, but I'd love to hear what you have to say.
Yeah, so my favorite way to do book checkout is I usually wait until about September to do our
first book checkout. School starts in August, right? So we give the kids about a month, so kind
of just get used to school, establish our story time routines, and how to care for our
maker space manipulatives, and how to attend to tasks, and things like that prior to beginning
book checkout. But when we do begin book checkout, I tell the kids that they're going to get to take
care of a book for a little while. We talk about how to care for the book, and turning the pages
gently, you know, just making sure that you're not eating or anything near it, and how to hold it
in the hallway, and things like that. The first time we check out books, it's the first time we
check out books, we are, we do a whole lesson on it, and they, while they're playing in their
maker space centers, I call them over to my desk one at a time, and I have about 30 books
laid out on my desk for them to look at, and they can look at all the books, they're all face up,
so they can see the covers, and I tell them to go ahead and look through them, see if anything
piques their interest, and if they pick something from there, great, they get to all set it in a
pile for them, and they can have that book. If they're not interested in any of those books,
then I have a separate section that's labeled with pictures for the children to look at, so there's
like a box with a princess on the front, that's all my princess books, another box labeled with
like a picture of a superhero, it's all my superhero books, and they can kind of flip through those
boxes, and see if there's anything in there that they like. That's usually a pretty quick way for
them to look through all of their options, so that they can kind of see what the topics are quickly,
and then they can pull out the bin and flip through there, so they can see that they have a whole
lot of choices, and it's not, but it's not horribly overwhelming, because they can still
see the picture of the topic on the bin, if that makes sense. So anyway, once they pick their book,
I set it all in a pile, and for the first semester only, until December, they just practice bringing
their books to and from the library. They only keep their books in their classroom, most of the
teachers keep it in a reading center, a few of the teachers will set it in a pile for like, to do
group read-alouds together in the class, but most of them, it's their classroom reading center,
and then they bring the book after two weeks, and then they get to pick new books, and that's
this for the fall semester, it's just getting used to taking books to and from the library,
and just that concept of borrowing, and they don't get to keep it forever, but they still have to
take care of it. And then in January, when they come back for spring semester, we'd go through
the same process with book checkout, but this time they get to take it home, and I tell them that
they can and should take their book home, they can and should read it with a grown-up, or just
look through the pictures on their own, because most of them are three and four and don't know how
to read just yet, but we've talked about how to look through books on their own at school, so
they can look through their book on their own at home, even if there's not a grown-up available to
read with it, and then when they're done reading, they put it back in their backpack so it's safe,
and can come back to school later, because remember we're going to borrow the book, we don't get to
keep it, and that way they can have it for next time. So we go during that spring semester,
when they're checking out books, I still collect, or we still look through the books the same way,
and they still select their books the same way, but this time I put a sticky note with their name
on it for the kids so that when I deliver it to the classrooms, they can put their books in their
backpack and take it home with them, and they have a note that goes home with it the first time,
so the parents are aware that they're getting their first library book and to help them and all
the rules that the students have been told with it so that they can keep it in their backpack
and all that. A lot of people ask me about if the students lose a library book, or damage and
things like that, and to be honest, I haven't really lost a whole lot of books. It's maybe
like five a year out of like 300 kids. It's not a whole lot, which I think is pretty good. There are
a few kids who do lose books, but the books that I do have a separate bin that I have selected for
student checkout with books that I'm looking to weed anyway, and if a student loses a book,
then they go to the book that they choose next time has to come from the books that I'm looking
to weed so that if another book gets lost, it'll kind of be okay. I don't, I, if a student doesn't
bring a book back, I always clear the fines and everything, but I never, and I do teach them
that they should bring it back. I never say it's okay, don't worry about it, but I try not to shame
them and I don't charge fines, and I come from it more of a place of like, okay, you made a mistake,
try and do better next time, so that they don't think it's okay to just continually not bring
books back. But again, I haven't really had that problem a whole lot. It's really not too bad considering
it's all three and four year old students. So yeah. It's awesome. Yeah. So I've had kind of two
different experiences at my campus when I was just at the pre-k. We could kind of do the same thing,
slowly start the introduction to the books, do the kind of, I did, I always did like a book tour
where we would walk through the library to show the students where different kinds of books were,
to show them the signage, because when the light, especially when the library is set up,
it's kind of like a genre-fied where you have the sign so that you can say, here are the superhero
books, or here are the princess books, or the dinosaur books, and show them the sign so that
they can find it, kind of have the entire class walk through and show them where all those books are.
And then the same, I didn't always, in that case, I allowed the kids to kind of go through the shelves
and look at the books and pick the books. I taught them how to use a shelf stick, which I just went
to Home Depot and bought a bunch of paint sticks, and we use those so they could put, I would teach
them, I would pull the cart of books into the story time area and have like a shelf worth of books
on the cart. And I would show them how they can take that shelf stick and put it next to a book
that they wanted to look at. They can pull that book off the shelf, the stick stays on the shelf,
they can look inside the book and decide if that's the book they want, if it's not the book they want,
the stick is holding the book spot so they could put it back. This is more just, I'm not as worried
about them putting the book back alphabetically where it belongs kind of thing, but just getting
it back on the shelf in a general area. But teaching the kids how to do that, and then giving
each student a chance to try that on the book cart before we release them to the shelves. And then
once we start doing book checkout, I would give the students, I made cards for the students so
they could hand, they could have a library card with their name and barcode on it, they would get
their card and their shelf stick, and I kind of release them to the shelves so that they could
find the books that they wanted. And once they found the right book that they wanted, they would
bring me their card, their stick, and their book. I would be able to check out their book for them.
And then, yeah, the first semester was just the practice of bringing the books, returning the
books to the library over and over again, and just that these are not ours to keep. We're practicing
borrowing and returning, and then in the spring, allowing the students to start taking them home.
And again, you're right, I never, with my pre-K students, I never had a ton of books that went
missing. And like the teachers were always so concerned about, but what if they don't bring
it back? What if we lose that book? And that's kind of when you have to have that conversation
with the teachers and explain that part of the library budget is to replace books that do get
damaged or lost. And so it's okay. The students need that opportunity. And realistically, there's
two things that go along with most of the kids that are in the pre-K programs. One is that
they're more likely to not have books at home anyway. So giving them the opportunity to have
books at home is an incredibly important part of the library's job. And the second part is
quite a few of the students that we have, they are in a financial situation where if they lose the
book, they're not going to be able to pay for it anyway. So that's why we don't do the fines. That's
why we just let them, if it doesn't come back, it doesn't come back. That's part of the library's
budget to deal with that. And it's not a life or death situation. It's not something that we're
going to lose sleep over. Again, yes, should do we talk to the students and explain the importance
of returning the books? Absolutely. But that's not going to be like the hill that we die on at
the end of the day. In my new campus, I'm still in the process of going through and genrefying
the picture books, which makes it a little bit more challenging to have the kids just go through
the shelves and look. I will say once you've genrefied and the kids can go and look, it's great
because they have that ability to go and look. I will say your shelves are going to look terrible.
It's going to happen. There's going to be a mess. You need to just understand that that just means
that your library is being used and it's okay. But now that I'm at this elementary campus,
I'm working on trying to genrefy so that I can give them that freedom. Right now, the way I'm
doing it is the librarian before me had a pre-K cart of books. So we have books that are specifically
chosen for the pre-K students. So it has stuff like the Fox books and it has some board books and
it has other books like that. And so what I'll do is I'll pull that cart out. I'll grab, like you
said, something probably like 30 books and place them on a table. And on the weeks when the students
are checking out, I'll read a shorter library book. And what we do is once we finish the book,
I'll have some preset dances for the students to do. And so either the teacher or the para will help me
by keeping the music going. And what we do is while the whole class is dancing, we'll send a couple
kids at a time over to look at the books that are on the table. If they don't find a book that they
want on the table, the cart's right there so they can't flip through the cart and look for books.
Usually we try to keep them kind of organized like you said so that like all the superhero books
are together or all of the dog books are together so they can find something if what I pulled out
wasn't of interest to them. They'll come over to the computer. I'll help them check out real quick.
And then they take their book and the two pre-K teachers have the like wheelie carts that they
put like lunch boxes and stuff like that. And the students will place their library books in there
and then they can go back and dance while the next few students are pulled to pick their books.
And so that's a streamlined process that we're working on now. I really want my pre-K students
to start being able to go to the shelves and look for books. But right now with all of the books in
order based on the author's last name, I think it's a little bit too overwhelming for my students
to try and find anything that they are really going to be interested in at the moment. So once
I've finished the genrefication process, I'm going to be introducing that as well. And right now
the campus that I'm on, the students spend the entire year just bringing them to the classroom
and back. So that's another conversation that I need to have with my teachers next year because
I think that's going to be a big change and I think there might be a little bit of pushback.
But I really think it's important that the students be able to take the books home. And so right now
I'm still just in the second year at my campus and I'm slowly changing things up. And so this will
be another change for next year that I'm going to work towards is having the students be able to
take those books home so that they can read them with their parents or just enjoy looking at them
at home and so that they have, if nothing else, at least one book at a time in their home that
they can use and look at. Yeah. I like the way that you said you do, you give the kids that
much freedom to like look through the shelves and everything. And I know that's a challenge
right now for you, but I'm sure you'll get that situated soon. Yeah, I figure that. You know.
Yeah. I have found also that the biggest challenge for me is not actually teaching the kids how to
do book checkout or anything to do with the students. A lot of it is actually the other teachers
because they are very concerned with will the students lose a book or will the book get damaged
and all those things. And it is very important to have that conversation with your teachers.
That is part of why I have everything set up the way I do in my library with like a separate section
just for the kids to look at because I do kind of understand from the teacher's perspective.
Like if you really, if you have a lesson that you want to do and you need this particular library
book, you don't want it to get lost. So I do have a separate section in my library that's just like
curriculum books. And then I have the main collection that everybody can look at. And then
a little, a smaller student check. That's more like student checkout books that like
that kids might gravitate toward a little bit more that the teachers won't use for
a lesson. And that, you know, that maybe I am looking to weed that I'm ready to part with that
it would be okay if it gets lost or damaged or whatever. Usually when I show the teachers like
that's the bucket or two that have the books that I'm looking to weed, they're like, oh,
those books can go away. That's fine. All right. And then that helps the conversation.
I do love that idea also. That's something else I want to do for those, especially for it, like,
because there are some of those kids that are going to be in Kinder and first grade when they
do take books home. There are those kids that are like repeat offenders where the books lost.
And I get it happens occasionally. But for those kids that it happens like with every book,
I like the idea of using some of those books that you're going to be weeding so that it's not
like a brand new book that you've had once that's getting lost kind of thing that you can kind of
curb the loss a little bit by using some of those books that are still good books, but that you're
playing to weed because they're a little bit more beaten up or they haven't been checked out as much
as you thought they would be kind of working with that. I think that's a really good idea,
especially if that's the concern. Well, this kid loses every book that they, well, let's start
having this as the section that they check out from kind of that idea a lot. And book checkout is
a crazy, crazy thing. And there's so many parts to it. So it takes a lot of practice and a lot
of work to get to that point where the kids are ready. But it's just so beneficial for them to
be able to pick the books and check out books. So it's something that we all realize is it's the
goal. We want the kids to have the books. So it is. It's all about book access and exposure. Exactly. Yeah.
All right. Well, our next book is called Worm and Caterpillar are Friends. It is published by
Simon Spotlight in 2023. The author and illustrator of this book is Kaz Widenis. This particular book
won a Geisel Honor. It's a Kirkus Reviews Best Graphic Novel in Comic, a New York Public Library
Best Book, and a Chicago Public Library Best of the Best Book. Kaz Widenis was an Army brat and
has lived all over the US. She has both autism spectrum disorder and ADHD. And she frequently
includes messages of kindness, inclusivity, and acceptance in her stories. In addition to writing
and illustrating children's books, she's currently a professor of illustration at Rocky Mountain
College of Art and Design. She lives in Colorado with her English teacher husband and her two
teenage children. Some other books that she has worked on. We have Worm and Butterfly are Friends
Always, which is coming out in 2026. Squid in Pants coming out in 2025. Bitsy Bat Team Star.
When you love a book, go Dino Go, Ollie the Acorn and the Mighty Idea, Cat vs. Vac,
Bitsy Bat School Star, and Swim Jim. On a side note, have you read Bitsy Bat School Star?
I have not. I was looking at that and I was like, I want to see this book now. I'm curious.
So I love it so much. I got it at the beginning of this year, I think, and it is, I think, easily
the best book that I have ever read for this age group that kind of introduces autism, but not in
it was in such a lovely way. It was it never calls out autism specifically. It was more like
Bitsy Bat is just I'm totally talking about the wrong book. Sorry. I love this. I want to know.
I love it a lot. But in the book, Bitsy Bat is kind of different than her peers because Bitsy
Bat is still a mammal. So she's going to school with other mammals, right? But bats are obviously
not like other mammals with right. Bats are mammals, right? Bats are mammals. Yes. Okay,
good. That's what I thought. And then I was questioning myself. Don't question it. Just go with
it. You're absolutely correct. Keep going. Okay, great. But obviously, Bitsy Bat has other needs
than other mammals. And like, it kind of comes in with it at it from that perspective of like,
yeah, Bitsy Bat is different, but Bitsy Bat is still special and everybody's special in these
ways. And it never really calls out autism. So it's a very different way to go about looking at it.
It was just more of like a, it's just different. It's not better. It's not worse. I feel like a
lot of books that are about autism specifically and kids in school that are kind of that introduction
that a lot of our kids have are kind of written by neurotypical people and come at it as more of a
perspective of, well, these people are different because, but that's not how the way this one
was written. It was more like everyone's different and special because. So it was kind of a nice
change. I think I thought it was kind of refreshing, probably because the author is autistic herself.
That's probably why it was such a good introduction to autism. And it does have some notes at the back.
So anyway, that was a fun little tangent. That's awesome, though. I love that. And I mean, I mean,
autism spectrum disorder is something that's close to both of us being that we both have children
on the spectrum. And so, I mean, I'm always looking for good books that introduce those concepts
because we both also work with quite a few students that are on the spectrum. And so,
any way that we can introduce that and be able to share that idea and that message of just
different but not less is a great, great resource. And so I'm so glad that you mentioned it because
now I have to look into that book and see if I can get it because it sounds like it would be perfect.
You should. It's great. I loved it. So anyway, back to Worm and Caterpillar. Yeah. All right.
In Worm and Caterpillar, Worm and Caterpillar are best friends. One day they discuss how they are
alike and how are different. Worm takes note of how similar they are. While Caterpillar is quick
to point out all of their differences. This culminates in Caterpillar asking Worm for reassurance
that they will always be friends, even if Caterpillar changes. Once Caterpillar does change,
Worm and Caterpillar kind of embrace the change and learn to love all their differences.
I really enjoyed this book. It has simple text. Illustrations are great for emergent readers.
It's a great introduction to the world of graphic novels. It's just the way it's written and drawn
is like it has those different panels on each page. So it's kind of a great way to kind of teach
kids how to read a graphic novel because it is different from reading a typical book. And at
the end it has some step-by-step instructions on how to both how to draw both Worm and Caterpillar,
which I love when books have that at the end so that they so that kids can kind of take ownership
and learn how to make their own books. That's my favorite. I liked that it was a longer book,
like as far as pages. It doesn't take a long time to read the book, but it has 64 pages. And I think
a lot of the time for struggling readers who are kind of learning to read and not quite as fluent
as others, they can feel more accomplished. If they've read like a longer book, they kind of see
that they've read through that many pages and feel like a little more proud and like more willing to
try reading again in the future, which is obviously the goal. And I like that it was, it seemed like
it was a good jumping off point for talking about a lot of different things. Like you could go from
it, go at it from the social emotional standpoint and kind of do about, you know, people similarities
and differences and how people, different kinds of people can be friends, or you could go at it
from the life cycle standpoint and kind of look at the life cycle of the worm and the life cycle of
the caterpillar and how it turns into a butterfly and all that. So yeah, I enjoyed it a lot. I think
it was a 5 out of 5. Sorry, go ahead. Yeah, no, absolutely. I think this was a super great book.
I loved it. I loved that at the beginning. It kind of tells you, it walks you through like
each of these images on the page is considered a panel. And when you look at the word bubbles,
where it's pointing is the character that's talking. And these are how the thought bubbles work. And
when my body is shaking, it says wiggle. And you can see me wiggling and kind of introduces that
whole concept of graphic novels and how they work, which is wonderful because graphic novels are such
a popular medium for students to be reading anyway. And so to kind of introduce that concept is great.
I loved the story itself of, you know, we're different and there are similarities and differences
there that we can enjoy both all of those things. And then you throw in the science aspect of the
life cycle of the two characters. And yeah, this was just a great story. It kind of gave me like
an elephant and piggy vibe where they like just just the conversation between the two friends
just back and forth. I really love this book a lot. I thought it was great. I hadn't read
the the Werman Caterpillar story before. And so I'm this is one of those books I have to
have to get in my library now because I think my students will really enjoy it, especially the ones
that like the elephant and piggy style of books, but also love science because there's a bunch of
overlap there. And I think my students are really going to enjoy that.
Yeah, it was, yeah, I really enjoyed this one. I will say when I was looking through some of the
other things that Kaz Widdness has published, I was noticing that like, I would just be careful
looking at like the age level that it's intended for. It looked like some of her newer books are
very appropriate for younger kids. But it looks like some of the books that maybe she first published
are more for like adults. So definitely, like if you're looking at purchasing her books in general,
maybe look through and just double check that. If I, yeah, I think you could do a whole lot of
different kinds of makerspace activities with this book, because it does have like you could do
like a double bubble map and do like some thinking maps with comparing and contrasting different
characters and books or even kids in the class. But I think if I was going to do this in the
a lesson with this book in particular, I would probably talk about butterflies just because
butterflies are, I think lend themselves a little bit more to kind of STEM activities and
art in general. I really enjoy doing art with pre-cage students, but I would probably do a
lesson on symmetry with it and kind of do that activity where you, you know, have paint on one
side of a paper, fold it over and open it up to kind of show the kids that how it spreads and how
it's now symmetrical. So yeah, I love that idea. Yeah. And if you make the paper either in the shape
of a butterfly or have a butterfly image printed on it, it just adds more to that. I love that idea
and getting those kids to be able to be creative and use paint is always fun, a little messy,
but fun and worth it, you know, from those experiences for sure. I love that idea. Yeah.
Yeah, I like it having, being a little bit messy and having fun with kids in the library.
It's a good time. They don't always get to do that in the classroom and so the library should
be a place where they get to, you know? Yeah. Especially in a lot of the pre-k campuses where
art isn't a specials rotation, it's not a co-cur rotation. And so, you know, getting to do those
things in the library, that's a good thing for them to get that experience. This is true. Neither
of my campuses currently have art, which I think is why I'm a little more inclined to be a little
bit messier in my library. Yeah, you know. So, yeah. We can always clean it up, right? Sure can.
Yeah. Probably. Yeah. Most of the time. And whatever. There are worse things than a little mess,
you know. There are. It's true. Thank you all for joining us today on this episode of Librarians
of Littles. We hope you found some fresh ideas for inspiring young readers. Please be sure to
subscribe and connect with us on social media. Happy reading! Thank you for listening to this
episode of Librarians of Littles. We hope that you enjoyed it. Check back each Wednesday for a new
episode. Librarians of Littles is a podcast produced and hosted by Patrick Adams and Caroline Ligier.
Editor Patrick Adams. Our theme song is performed by JD Adams. You can follow us on Instagram at
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