An Introduction to the Whole Book Approach

Cover of Reading Picture Books With ChildrenMegan Dowd Lambert presented a webinar on the Whole Book Approach through the Massachusetts Library System last month; I heard about it from Rhonda Cunha, the speaker at January’s Youth Services Interest Group meeting (more on that soon), and carved out time to watch it recently. Megan’s presentation was excellent, and I’m planning to read her book as well (Reading Picture Books with Children, Charlesbridge, 2015). Here are some highlights from her introduction to the Whole Book Approach in the MLS webinar.

“The Whole Book Approach is a co-constructive model created by Megan Dowd Lambert in association with the Eric Carle Museum of Picture Book Art that centers children’s responses to picture book art and design.”

Megan emphasized that it’s an approach, not a method or a script. “Co-constructive” means that the storytime is interactive: kids are making meaning during the storytime, it’s not a performance by the adult reader. We are reading with children (discussion), not reading to them (performance).

Main tips/takeaways:

Cover of The Very Hungry Caterpillar

  • Engage children with a book they know already (e.g. The Very Hungry Caterpillar).
  • Ask open-ended questions (“What do you see happening here? What do you see that makes you say that? What else can we find?”).
  • Use picture book design and production terminology (jacket, case, orientation, trim size, gutter, etc.) to empower children to become experts about books.

Don’t be “the sage on the stage,” be “the guide on the side,” Megan advised. The group makes meaning together; facilitate responses, don’t correct responses. Be alert to nonverbal responses as well. For those – librarians, teachers, or caregivers – who are concerned that this approach will make storytime too rowdy, Megan offered techniques to redirect children’s attention when necessary, and advice for what to say to adults who may have concerns about the Whole Book Approach:

  • Point to the book and say “Eyes on art!”
  • “1,2,3 page turns”: If discussion wanders too far/long, wrap it up by saying, “We’ve had such a great conversation about this picture, let’s see what happens next. Count with me… 1,2,3 [turn page].”
  • Broaden the frame for a successful storytime: “That was a really busy storytime, but there are lots of different ways to measure success about storytime. Kids were excited about books, wanted to talk about their ideas and their feelings – that’s successful.”

Megan said she did not use themes in her storytimes, but chose books that she loved and wanted to share. Here are a few (not all!) of the ones she mentioned: Saturday by Oge Mora, This Is Sadie by Sara O’Leary, All Are Welcome by Alexandra Penfold, This Is Not My Hat by Jon Klassen, and Nine Months by Miranda Paul.

A lot of content was packed into an hour-long webinar, and I can already tell that my next storytime is going to be a little different: more open-ended questions, more time spent looking at the cover art. Thank you, Megan and MLS!

 

One thought on “An Introduction to the Whole Book Approach

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s