A librarian reads the news: women in video games

There has been a real stink over the last few days over the subject of female characters in video games. How should this be of interest to us here on a library blog you may ask? Well, for more than one reason, as I hope to demonstrate. Firstly, I interpret the role of librarian quite broadly, and strongly believe that a library must work to improve its users’ critical skills. People who visit libraries regularly are, in my opinion, much better than those who do not, at understanding the different sides of a story (it is said there are two sides to a story, but in reality, there are usually many more). The news is, of course, nothing more or less than a collection of stories; stories which have been chosen in preference to others, and stories which have been told in one way rather than another, formed, as every story is, by a series of choices made by the author. Given this fact, I think that practically any big news story is fair game for being presented here so that you may practice upon it your skills of interpreting stories, asking how they are being told, why they are being told, and, in whose interest they are being told. Secondly, though, video games are very often now driven by narrative, that is, by stories plain and simple, and these stories shape people’s understanding of reality as powerfully as any other form of stories have throughout history.

So, why the stink? Well, it seems that though video games are as contemporary, as ‘now’, as twenty first century as anything you can probably think of, so too are they very last century in other ways. As science fiction writer William Gibson says, “The future is already here — it’s just not very evenly distributed.” In this case, even within a single industry, two mind-states, one backwards-looking and the other forward-looking, can co-exist.

If you were to take an in-depth look at the books in the library, indeed, in any library, separating them into piles by publishing date, earlier at one side of the room, later at the other, you would find that women and girls feature less at the older end of the room. This would be clear from the titles, from the artwork, and certainly from inside the pages themselves. Not only this, but women’s roles in those older books would be smaller, less active, and girls and women would, increasingly as you go back in time, be there to support those more active boys and men, the heroes of the books. Often, in the older books, the women would be the ‘prize’ of the men fighting monsters real and metaphorical.

Now, to refer to Gibson’s words again, the future is not evenly distributed, and though you will find some great books with some great female heroes as you get to the most recent books in the library, so too would you find books with women given only supporting roles. This trend is still around. I am very much aware as a librarian that girls in my library read books about boys much more often than boys read books about girls (you really ought to try that sometimes by the way, boys, you might learn something).

Books do better than film, it has to be said. Women in film are too often still there to look pretty, and too often are there to be ‘won’ as the prize for the boys who literally fight for them.

This problem in film is so bad that author and cartoonist Alison Bechdel wrote a scene in a graphic novel that outlines what has come to be called the Bechdel test. A film passes the test if it has a scene where two named female characters have a conversation about something other than a man. A pretty simple test, you might think. But it is incredible how few successful films pass it.

But if films are bad, video games are much worse, and this is where it has turned ugly over the last few days.

You’ll hear the word feminist sometimes. Words, like stories, can be used, and they can be abused, and this is one that has sometimes be abused. A feminist is somebody (male or female), who believes that women are not shown the same respect, and do not have the same rights and freedoms as do men, and who believes that this is wrong and should be changed. One such feminist recently produced a series of videos about video games and demonstrated, using tens if not hundreds of examples, that video games barely ever have powerful female characters. Instead, women in video games are shown to be passive. They are fought over. Usually, they are shown to be in need of the help of powerful men. Very often, they are kidnapped.

The videos make for worrying viewing, but are entertaining and informative. The feminist in question is not ‘bashing’ (criticising) men. Neither is she ‘bashing’ video games. She loves video games and has played them since she was a kid. But she thinks it is very sad that she usually cannot play these games as a strong female character, and she thinks it is sad that computer games can be, at one and the same time, so cutting edge, and so backward.

Sadly, the reaction to her videos has been rude at best, threatening at worst. She has been forced to leave her home to stay safe. All for expressing her opinion in an intelligent and entertaining way.

Here, as I hope to do with any later pieces I may write about current affairs, I would like to ask what you think about some of this. Why are female characters so often forgotten, added in almost as a second thought, or given such rubbishy parts to play? Why should films be worse than books (if indeed you agree that they are)? Why should video games come in last place? Why should there be such a nasty reaction to this being pointed out? Finally, what are your own experiences?

Bookmooch

I started reading one of the books in the new order the other day. Called Johnny and the Bomb it is written by Terry Pratchett, best known for the Discworld fantasy novels, and involves time travel, though I haven’t got far enough into it to see much of that and I am doing my usual trick of reading several books at once so may not get much further.

The book is pretty funny, but will be pretty difficult for most of my students to read. It is not so much that it involves difficult grammar or difficult words in and of themselves. Most of the time it doesn’t. It is more that every now and again it contain a lot of British spoken language, and also a lot of British cultural references – things that we Brits will know and may find funny but which nobody else will understand quite so well. For these reasons it was one of those books that is hard to categorise using the system I have designed for the school to rate reading difficulty and target age. I started out with something like a ‘4e’, the ‘4’ being the youngest class I thought could understand the contents of the story, the motivations of the characters and the like, and the ‘e’ representing a level of difficulty rated, for the most part, from ‘a’ to ‘j’ (essentially 1 to 10, with letters used instead of numbers to keep the two levels clearly separate). After reading on, and finding one or two more of these difficult passages, I moved this up to a ‘5g’. I know from my own experience that a funny book is rarely funny if you have to look up a dictionary all the time and you are still sure you are missing half of it.

Screen Shot 2014-07-27 at 20.37.53At the same kind of time I was reading this book on and off, I happened to log in to Bookmooch, a book swapping service I use from time to time. Now, I have talked about swapping books before, and I have done that physically most recently, taking books from the community libraries that are dotted around Prague. I did it again yesterday, taking a few books including some travel writing by Eda Kriseová and the three volumes of Bratrstvo by Alois Jirásek, one of the Czech writers our lucky Czech students will certainly have to learn about for their Maturita exams. This time it was a different community library – I am currently at a colleague’s place looking after their cats – and it seems that this one attracts the attentions of lots of Antikvariát owners filling up large bags of all the decent books and leaving nothing in return, which reminds me, I must do another book deposit myself! Anyway, Bookmooch is the same kind of thing, but on-line. I first took a look to see if there were any Fighting Fantasy books. These are books I read as a kid, and in which, you can act out the role of your character making choices (and fighting monsters) as you go. These are great books in a lot of ways – good bad books at least – and I will try to track them down at some point. In fact, what I did find out, was that the books are making something of a comeback and that a second generation of these kind of books has been released which can be read, and played, on computer, something like the interactive fiction I have been writing about. Anyway, looking for these, I came across something else which was of interest. (It is funny how often you find that when you are making a little bit of effort looking into one thing, you find something else which is equally interesting, and equally useful.) Having found a couple of Fighting Fantasy Books, but none in countries close enough that people were willing to post them, I searched for books in the Czech Republic. What I found was Johnny a Bomba by Terry Pratchett, which even our non-Czech-speakers can probably work out is Johnny and the Bomb. And so it should be being posted to me sometime soon-ish, and Czech speakers who would be somewhat thrown by the English version will be able to read it in the library next year. I will try to take a look over it when I receive it and let you know how the translator tackled some of those tricky phrases etc.

A Wizard of Earthsea / Čaroděj Zeměmoří – Ursula K. Le Guin

The first book to be looked at by Park Lane Book Club. According to Wikipedia ‘In 1987, Locus ranked A Wizard of Earthsea number three among the 33 “All-Time Best Fantasy Novels”‘. The novel has won several awards including a Lewis Carrol Shelf Award.

I had heard a great deal about Ursula Le Guin both for her fiction, and the philosophy and political thought she expressed in it, but I had not read her work and I am not very familiar with either fantasy or science fiction, the two genres that best describe most of her writing.

I chose this novel, thinking it might be a good level for years five and six, and possibly even the better readers of year four. It was late in the term and setting up the library blog and the busy last few weeks of term meant that I was a little too late to get any of our students on board with the book club. This first will be a road test, then, with two passionate readers whose knowledge of fantasy will undoubtedly put mine to shame. Still, with Clara and Annegret both being German and reading the book in English, and with myself being English and reading it in Czech from the 3rd or 4th chapter when I got my hands on the Czech translation from the library, this remains an international book club in some ways at least.

I hope over the next couple of weeks that we might throw back and forth a few ideas about the book and work out a kind of shape for the book club that both those at Park Lane and outside of it can use and abuse in future virtual get-togethers.

I’ll be writing a few of my thoughts here, but this is not about me and what I think. I will not be coming here or suggesting books to be discussed to tell children or others how to read them or what meaning to take from them. Nor will I be leading the discussions. In fact, for that reason it is great that the first book we will be discussing is in a genre I am not familiar with and have tended to resist reading. I would like everybody to be able to throw around ideas, questions and interpretations, and I am looking forward to learning from Anne and Clara this time, and from, I hope, more people and some of Park Lane’s own children in future discussions.

But it’s time for me to go to work so I’ll leave it there for the moment and check back in later to see where the book, its hero Ged, and its author Le Guin, will take us.

* * *

I originally posted the above on LibraryThing.com hoping to have something called a forum, an on-line system for allowing people to have these kind of conversations, often sorted into different ‘threads’. For us these threads might be ‘plot’, ‘language’ and ‘characters’, for example. Unfortunately, LibraryThing only allows children over 13 to join. I should have thought of this, but I didn’t, so we are back here for now. Later (perhaps much later), I may be able to change this website, hosting it, meaning storing it, on the computers and the internet ‘server’ at work, instead of at the computers at WordPress. By doing this, I should be able to set up a Park Lane forum that is on the internet and visible to all, but safe.

Interactive Fiction – Escape from Byron Bay

Ok good people, this is going to be one of those short and excitable posts I write from time to time. It’s late on a Sunday night, I’ll be up early in the morning, and I’m still sweating from going out for a run in what remained the 30 degree heat of the late evening as I returned some time ago, but if I don’t tell you this who will?

When I was a kid many many many moons ago, as they say, computers were bigger and slower, and on the whole uglier than they are today. The was the internet. Kind of. But it was still new and it was clunky, and if it was excitingly unexplored it was slow and oddly noisy and, mainly, very very expensive. Computer games came on tapes which made funny noises for the ten minutes they took to load. Other programs you might write out into the computers copying line by line of code, indeed, letter by letter, number by number since it didn’t make as much sense as copying out words and sentences of written human language. If at the end of that it didn’t run, you would have to pick over it again line by line and letter by letter to find the single space you had added or missed out by mistake, or the name of the variable you had spelled with an initial capital letter by mistake.

Many of the games were, as you would expect, a little bit rubbish. Some of them, though, were utter genius, catchy, playable, full of wonderful puzzles and arcade action in a way that often has been forgotten in the multi-million dollar budget games of today.

Most of these games by the time I started using computers regularly, were based upon graphics, albeit not in the way we know today. Some though, were not. Some were text-based games, sometimes known as interactive fiction. These were usually written, like many of the other games of the day, not by big studios, but by normal people with normal day jobs who wrote them as a hobby. For this reason, their quality varied. Some were wonderful. Some were rubbish. But then too, as with many things made by non-professionals, some were weird and wonderful; not exactly perfect, but certainly creative and imaginative enough to be interesting.

These games were soon forgotten about as soon as computers got good enough, and the games industry professionalised enough, to create the games with the incredible graphics you all know today. But then, they never quite went away.

And indeed why would they? As I mention above (though I don’t expect many of you to believe me), the games made on relatively unsophisticated computers those years ago, computers that have barely a fraction of the computing power of that in your phones if you have them, were made interesting and playable despite those restrictions. That is, the designers had to think really hard to make them interesting, and to design clever puzzles, because they couldn’t make them look realistic. Now designers don’t have to think so hard, or rather, they put a lot of their thought into making the games look impressive and react quickly, and perhaps less into forcing the player to think and use their brain as well as their quick reactions. Interactive fiction takes the player a step back again.

Years ago one of my teachers quoted a child (who may or may not have existed, let’s be honest), who said that he preferred books to television, because “the pictures are better”. By that of course, he didn’t mean that he was reading picture books. No, we are meant to think of a child reading a book with no pictures, but making the pictures in his mind.

There is an essential truth here. However good the graphics in computer games get, they may never surpass, they may never get better than, the pictures you can make in your own head.

Now, let’s not get carried away. I am excited by the idea of interactive fiction. Very much so, and in more ways than I can get down here before the stroke of midnight turns my old and ailing Mac into a pumpkin. I do not, though, think that, because interaction fiction is fiction plus interactivity, it is better than a story written down and static, that is, staying still, always in the single form the author wrote it in. No. There will always be a call for fiction which more or less stays as it is (I phrase this cautiously, because the first forms of literature were not written but oral, spoken, and so changed a little every time they were told). The power of such fiction is in the choices the author makes, the way she guides you through the story, shows you one thing and not another, has you see things through one person’s viewpoint but not another. It is a powerful, and often a life-changing thing. But interactive fiction, in being different, has a different kind of power. You choose what happens, and by choosing, and by changing the story, you may feel that you are experiencing the action in a different manner. You may experience it differently than a friend who has played and recommended the same game/story/world. You may collaborate with a friend to try and make your way through the world, make choices together. If the game/story, whatever it is we may call it, is well designed, by playing, by making those choices, you might learn to see the world a little bit through somebody else’s eyes, by experiencing the world through their point of view, making their choices for them, seeing what happens to them.

Hm, well in the end that was more excitable than it was short. I do get carried away. And, I hope, so will you. I hope to set up some examples of interactive fiction on the computers I will be getting for the school library and set aside some times when you can play it, read it, experience it (I can see I am going to have to work on exactly what kind of words I should use with this stuff). I am very much looking forward to seeing what you will think of it.

In the meantime, and as a reward for getting through what turned out to be such a long and excitable post (or sensibly scrolling to the bottom of the same), here is an example of some interactive fiction that you can play on-line: Escape from Byron Bay.

Take a look and, as ever, let me know what you think.

Excitably yours,

Mr Rob

Levels & Categories – State of Play

Clara Roethe, who is will be helping with the design of some of the logos used in the library this year has asked for an overview of the categories I will be using to divide up the books. Currently, I have books piled up everywhere on all of the tables in the library itself, and also in those borrowed from other classrooms.

My experience of working in the library last year, and the conclusion I have come to from reading other library blogs and doing some research into the different ways schools divide up their books, is that it can often be very hard for children to find the books they want to read. In particular, I would say that many of the students in this school struggle to find books of fiction. This appears to be for the following reasons.

  1. They struggle to find books at the right level. Books which they know or have heard them draw them in, and this may be a Harry Potter book when they are still way too young, and their reading skills still way too low, for them to be able to read it. This is an international school and many students are not native speakers of English, so this issue with the levels of books is even more problematic than it might be at other schools.
  2. By and large, our children do not know authors’ names. Roald Dahl, yes. We do him to death (meaning that we go over and over every book he wrote as if there is no other writer in the world; and I say this as a great lover of Road Dahl): we start off at the very start of the school year with Roald Dahl Day, and then continuing to give him so much attention that one student last year would throw himself on the floor by the end of the year at the mere mention of his name. Some of the girls in year 5 were also very keen on Jacqueline Wilson last year*. Mostly, though, children seem to remember titles of series (Harry Potter, rather than J. K. Rowling, Diary of a Wimpy Kid rather than Jeff Kinney).
  3. Children would like to find books that are similar to other books they have enjoyed, but they don’t know how to go about doing this. A General Fiction section laid out from A – Z does not help them to do this.

Back in September or October I started looking into the different systems that were used to organise books in school libraries. A few stickers had been used by the people who had set up the library at my school here, but the school had now expanded into secondary, and the system had its problems even as far as primary was concerned. Adapting it would not be sufficient, it seemed to me. I would need to redesign it completely.

One of the first systems I came across was one designed by Tiffany Whitehead who maintains a blog of her experiences working in a school library in Louisiana at Mighty Little Librarian. Tiff wanted to replace, or “ditch” the Dewey system which is used in various forms in most libraries around the world. She felt strongly that changing the fiction shelves so they were divided up by genre would help children to find the kind of books they wanted to read. I suspected that she was right, but knew that it was a big job that could only be done while the school was closed for the holidays, and wanted to first see how children cope with the system we had so that I could tailor a system to best suit their needs. In this time, I looked over other systems such as Dewey itself, Junior Dewey, and Metis, which was designed by the Ethical Culture School in New York City.

What becomes obvious when you look at all of these alternatives is that, as with many things in life, there is no one choice that will please everybody and which would suit every single user in every single way. The best system would be one that was designed to fit the kind of books and the kind of users the library has now and would have in the future, meaning that the behaviours, interests and skills of these users are considered. Whatever weaknesses that remain after that should then be noted so that the librarian, me, can best fill them with advice and help and by being available for any kind of questions and requests.

So far, I have been mainly concerned with fiction. I have decided upon the following categories:

  • Fantasy and science fiction
  • Adventure
  • Realist fiction
  • Animal tales
  • Mystery and Suspense
  • Historical fiction
  • Humour
  • Poetry and Plays

Are there overlaps between some of these categories? Without a doubt. Could some books be categorised in more than one of these areas. Certainly. There are workarounds for this and I have considered the possibility of, for example, putting DVD cases with scans of book covers in the second of two categories a book could be placed in (rather like the “for Mahāyāna, see Buddhism” you might see in an encyclopedia), but even without this, I feel that this system will lead to a much greater proportion of the books being borrowed and read than was previously the case. I have put a book in one category rather than another because of my own feeling that the drive and the feeling of the book is more of one category than another. If you have rabbits that talk, but those animals are investigating the murder of a hedgehog, I’m probably going to put that book in Mystery and Suspense rather than Animal Tales. Humour was one category I thought I could not do without but which has proven to be one of the most problematic. Many books are fairly funny, but it is only those books I thought have been primarily written to be funny, that have ended up in the category.

Staff who disagree with me are probably going to be told they can come in and implement their preferred system in their own unpaid overtime or that it’s too late, they should have told me before I put the stickers on (which I haven’t yet, and I’m in something of a panic about that, but never mind). What I am hoping, though, is that students will disagree with me. As much as genres are a useful, even necessary idea, they are an approximation. If the students come to me with a book and tell me it should be in a different category, that’s wonderful. It means they have an idea about the book and a growing awareness of genre and the different styles of writing.

I might change the category of a book once in a while. I might even come to reshuffle a whole shelf or two. In the main, though, I think that the kids will have a better sense of what kind of books to find where.

The second major thing I am trying to do to address the problems outlined above is to develop a system for rating levels on the books. This is another BIG job.

I taught English for a few years, have been teaching a couple of my old business students over the summer, and doing this is very useful in terms of building up an awareness of the kind of difficulties a text can involve.

I started out with a design for labels that would involve a code giving the age by school year the book is aimed at, followed by a level in lower case Roman numerals. I wasn’t keen on using dashes, full stops, or other characters which might separate two numbers and cause confusion with the other use of these characters, such as for decimal points or subtraction, elsewhere. Of course, though we teach about the Romans from early on, Roman numerals might themselves be confusing, so I have changed this now to a number, for the class, followed by a letter expressing the level. The level is broadly designed to be one to ten for the range that might be experienced in books that may be encountered by the bulk of our students. Certain books stocked by the library such as Dickens’ Hard Times and Great Expectations, A Norton Critical Edition of Beowulf, and Chapman’s Homer** fall outside of this range, leaving, by my reckoning, Robert Louis Stevenson’s Dr Jekyll and Mr Hyde, The Complete Short Stories of Graham Greene, and Austen’s Sense and Sensibility at level 10, or j, and Richard Adams’ Watership Down, Harper Lee’s To Kill a Mockingbird and David McDuff’s translation of Fyodor Dostoyevsky’s Crime and Punishment at level 9, or i.

The level will represent all kinds of grammatical and lexical difficulty including sentence-length, register, use of dialect, slang, or technical vocabulary. The number that precedes the level will be chosen for the subject and content of the book, it’s emotional complexity, and for other such demands that are made upon the reader’s maturity and life experience.

Once again, these levels must necessarily be an approximation. I have tried to tether them to levels used by other systems, such as the Oxford Reading Tree we use for home readers, and to Penguin Readers, many of which I ordered recently for those pupils whose level of maturity is way ahead of their reading skills. If this system works, it may possibly deliver far greater gains in terms of the ability of students to access books, even than the system of categorisation. Many a time, a book may be boring not because its content is not full of exciting developments, but because it is too difficult for the children to really understand what is happening. But again and again I see a tendency for children to pick up books they will be unable to access on this level. I also know from my own experience of choosing Czech books, that it is not easy to choose books, matching their level to that of your own language abilities. The way I see it is that a woman who most often buys clothes in a size sixteen, may occasionally encounter a shop whose sizes are so consistently eccentric that she has to buy a size fourteen. She is unlikely to fit into a twelve. Though I may get the levels “wrong”, I don’t think I will have got they will be so far off that they will not be useful.

I will write about the Non-Fiction (if indeed I call it that) another day.

* There is no Jacqueline Wilson day, though perhaps there should be.

** Not the most approachable translation to be stocked for a school, I would say myself.

The Art of Writing Letters / Pen Friends

Occasionally I write letters. Occasionally I receive them. Most often, I forget how great it is to write them. I never forget how great it is to receive them. This is one of those tricky things I will likely often write about, because forgetting how cool things are, or remembering them being more difficult than they actually are is one of those huge problems of the modern world. Think about it…

…No, but really, think about it. Because to do that, you need to clear some space. Especially because you are now reading this on the internet. It’s too easy to click away to something else as soon as you are asked to do a little work, or what feels like a little work.

Here’s what I mean:

You come home. You’re listening to your music on your phone. Maybe you unplug. You kick off your shoes and right away, probably without thinking, you turn on the TV or the computer. You want to know what’s going on in the world or you want to play a game or catch up with what friends are saying somewhere or you want to play a music video or carry on building that amazing house in Minecraft. Now a lot of these things are easy. Some of them are cool. Some of them, though, are the kind of things you remember as being cooler and more pleasurable than they actually are. You can sit down at the computer or switch on your iPad upon coming home, for example, and be there for the next few hours reading stuff, watching videos, chatting to friends and playing games, and still feel like you need more, still feel cheated out of your day when it’s time for bed, as if you can’t believe there is not more time in the day to play games and watch videos and chat to friends. It’s all so easy and it passes the time, but it so often delivers little back. Sometimes people remember reading books or writing letters (not e-mails), or sitting down to draw pictures or cartoons, even write stories or practise the guitar or the piano, as being something like work. If you manage to not turn on the computer and click your evening away thirty seconds at a time, and sit down instead to do any of these things, though, then even if you intend to spend only half an hour or so, you often find that you are getting so much back from it, and that your brain warms up much like your muscles do when you play a game of football or volleyball, and you have so much enthusiasm you want to keep going. Those days you go to bed amazed at how you have managed to do so much.

Occasionally, I rearrange things in my room, close down my laptop and put it away so it’s not the first thing I see when I come in, not the first thing I pick up. I have written a little before about having a place that’s suitable for reading or for thinking, a quiet, perhaps uncluttered place free of anything that can be clicked, fiddled with, or provide distractions and interruptions. In my flat, that is a relatively clear desk. You may need to do this before you can write your letter.

I say write, but I fill letters with drawings and scribbles. Can I draw? A little. Not well at all when I am out of practise, but it’s like anything, the more I do it, the better I get. A couple of weeks back when I had my first English lessons of the summer, I told my students that my first drawings would not be so good. My scribbles and drawings were famous with my students years ago when I first began to teach English, and they my adult students love them now. They might be silly, they might be realistic, or they might go badly wrong, but however they come out and however they are intended, they tend to help with remembering words and grammatical rules and they certainly help my students to go back over the old notes they collect from past lessons. In a letter, just the same as in a diary, drawings and doodles are an extra level of expression, helping you to get out what you are thinking about, what you have been doing, what you are looking forward to, and anything else.

With letters, as with life, you put effort in, it tends to come back to you. If you spend a little time doodling and drawing, maybe the person you’re writing to will take as much time in their reply.

“Letters?” You say. “Why would anyone bother to write letters when they can write e-mails and direct messages over the internet, sending photos and links to music and videos and everything else.”

Because it’s more personal, is one answer. Because probably nobody else will read it on its way. Send an e-mail or a message over the internet and chances are it will be scanned for words to build up a profile of what you are interested in so advertisements on your computer will flash up at you talking about the things you enjoy, giving you more and more things to click and waste thirty seconds of your life; chances are one of those people who are trying to suck up and store the communications of everybody in the world will do just that so that the file, instead of being sent directly to the person you are writing to, gets written to hard disks and passed around and copied all over the world, read and scanned by computer after computer. Because you write differently when you write on paper with a pencil or a pen, free of the distractions on-line, is another answer. You won’t know this until you try it. Because opening a letter from somebody is an event, something that never loses its excitement over time. Because your handwriting, and even the colour of the ink as it may change when you take a break and come back to it later, can say something about how you were and what you were doing when you were writing. Because, simply because it is not something you do so often, writing a letter makes you think of your life and how you are and what you have been doing over the last few weeks or months, not that very day, meaning you think about and discuss different things entirely. For all these reasons and many more that you won’t begin to understand until you do it yourself, writing a letter is incomparably better than writing an e-mail.

So, who to write to? Well, some of you will have friends and relatives who live abroad, and some of you might have moved away or might soon be moving away from friends you have made in Prague. If you don’t, well, there are ways to make friends by writing letters. And that is partly what this post is about. I would like, from September, to collect the names and addresses of people who would like to write letters to some of my students, and put these up somewhere in the library. Now, you ought to always be careful about giving your address and personal information out over the internet, so I would suggest that these addresses should be at schools who can deliver the letters to pupils who will then write back. One possibility is that these pen friends may be at schools teachers at our school have gone on to work at. Similarly, I would like my students to tell me if they are interested in having what we call a pen-friend who lives abroad.

Anybody who reads this post and is interested in writing letters themselves (if they are a child, from, let’s say age 9 to 12), or having their pupils write letters, may contact me. Otherwise, I hope to give more details in future posts.

Enjoying the Little Things

A German friend of mine, Clara, is a graphic designer and illustrator in Hamburg in the North of Germany. If you follow the @misterRobe Twitter account that you can see on the blog here, you will see her from time to time. As you would expect, she is very talented at drawing and designing things. We are lucky at school because she is currently doing some work for us to improve the library. I told Clara that I am organising the books into different categories and would like to find some drawings that I could use to represent the different categories. If a book is fantasy, for example, there might be a picture of a wizard or a dragon. Being a lover of books, she offered to help.

Like most illustrators, Clara keeps a sketchbook, regularly drawing things that she sees or that she thinks about. We spoke last night over the internet and she told me that her mother thinks she should try to publish one of these notebooks. Clara thinks this is a silly idea. She mainly drew the notebook for her parents, to thank them for the little things she played with, enjoyed, or remembers from when she was little. She thinks nobody else would really be interested in what she remembers from when she was little.

I am not so sure. I think that some great books are very specific, very personal, meaning that they are only about what one person knows, but in being personal, they become universal, meaning that everybody can understand them. I think this might be one of those examples. I don’t have the same experiences as Clara from when I was little – not all of them anyway – but still, I know the exact feeling she is talking about, and even when she is describing something that I didn’t know at all when I was little, like dolls, I can understand how she feels about it.

Now what is great is that Clara made a video of the sketchbook for her parents. The video is on the internet so you can all see it. Take a look.

 

What do you most love now? What are the little things you enjoy? What are the things you most remember from when you were younger than you are now? Can you draw them and write a few words about them? You could make a sketchbook of your own.

Now and again Clara and I talk about working together on a comic. I write fiction. She draws. We both love comics and comic art. Now and again I send her a dictation of me describing an idea for a comic. A year or two ago I thought of a funny, playful, but also sad, story about a basset hound called Bertie who has to save the world from body snatching two-dimensional space slugs. Don’t worry too much if you don’t know what that means. That is not the kind of fiction I write, and in fact I don’t write for children, but it was a fun idea we throw back and forth now and again for fun. Now, whether Clara and sit down and work on that properly, or on a graphic novel or comic for adults, or anything else, I agree with her mother: the video above is great, the Museum of Small Things is the kind of sweet, simple, personal but universal idea that works well in picture books, and she really ought to do some more work like it. What do you think?

Good Good Books, Bad Bad Books, and Community Values

I went to teach a couple of English students at Vodafone yesterday with a bag full of books. These books could have been divided into two broad categories. Half of them were what could be termed bad bad books, a couple of bad good books, and three or four good good books. This sounds pretty silly, doesn’t it. In fact, it makes a real kind of sense, as George Orwell, writer of good good books, explains in rather complicated language here, a New Yorker blog post discusses in even more difficult language here, and I will try to explain in easier-to-understand language here.

We can say there are four general types of books, in terms of quality. First, we take the genre, the style of book the writer is trying to write, and we decide whether it is “good”, meaning that the author is writing about an important subject, something perhaps, like war and peace, the actions of great men and women, science. We look at whether the writer wants the reader to think seriously about these things or, in the case of a “bad” book, if the author’s intention is to do nothing more than entertain the reader, let them pass time for a while. I write about this first, because it is the first decision we have to make, but this, in the phrase “bad bad book”, as in those related to it, such as “good good book” and “bad good book” is the second “good” or “bad”.

The first “good” or “bad” is the judgement we make about the book itself. Here we ask, did the author succeed?

Let us first take the example of a writer who sat down at his writing desk from morning until night for weeks on end with a cups of coffee constantly at his side in order to explain to the world how to live well, to write of the lives of great historical figures and to gift the world with everything he had learned about the forces of love and its opposite, hate, hope and fear, fortune and fate. After all of this work he finishes, triumphantly sends out his manuscript (a stack of paper with the text of his book), and he finds a publisher. His book goes out into the world and… and it is rarely read and quickly forgotten. His book is, all agree, almost unreadable. The characters do not feel alive. They talk to each other in lines no person would ever say. Things do happen in the book, and one thing does lead to another. There is a beginning, a middle and an end. Reading the book, though, you never come to care about the characters, or what happens to them. In short, it is boring. The writer spent too much time trying to tell you what he knows, and too little thinking about how people think and speak and, perhaps most importantly, how they act. He has written a bad good book.

Let’s take a second example. This author grew up surrounded by books. She read as many as she could find, beginning with picture books before she could read or understand them even when they were read to her. Her parents could never get enough to satisfy her natural curiosity and love for the things. Friends of her parents noticed this and came bringing gifts of books they had finished with, and which they had found in charity shops. She grew up and did okay in school – nothing special, perhaps – went to an okay university to study English, and then got a normal-ish* job in a normal-ish town where she settled down and got married and then started a family. When she was pregnant, and in the first months of being a mother, she found that her brain didn’t work in the way it had before. She had never thought of herself as an Einstein, but now she sometimes could not remember anything except what she had to do for her baby girl. When she read, instead of the classics she had read for years, she reread children’s books from when she was little, silly romances and detective books she got free with women’s magazines. One day she surprised herself. Falling half-asleep to the news at the end of a long day, half-listening to her husband tell a story about a customer at work who could be very aggressive at times, and half-listening to depressing stories on the evening news, she had an idea for a detective story of her own. She picked up the pen and paper she had started the easy crossword in her magazine with, and started writing it down. For weeks, the story grew in the little spaces in the day she had when her daughter was eating, sleeping, or occupied with something. Finally, she couldn’t take it any more and asked her husband if he could get up forty five minutes to an hour earlier every day and deal with the first tasks of the day. He grumbled a little, but she reminded him how early he would get up to go fishing and do things that mattered to him, and that maybe his wife and daughter might matter just as much, and he started to do it, and stopped grumbling when he saw how much she enjoyed it and how much energy this gave her. Because day after day in these little breaks in her day, she wrote. Every day a few lines. Every day a new couple of ideas, a discovery. Sometimes what she had written would go in the bin. Other times, though, it would go in a completely new direction; her characters had come alive enough that they could surprise her, refuse to do what she wanted from them. Two years later, she published her first detective novel. It sold hundreds of thousands of copies and was translated into tens of languages. People talked about the characters from her book on train journeys and in cafes and restaurants, all the time talking about them excitedly, or in whispers, saying they hated them, or really wanted to meet them, even cook for them and be taken on safari with them; they talked about them as if they were real people, because that’s what they felt like. Some other people complained and muttered that basset hounds could not recognise their owner’s handwriting or dial numbers on smart phones, that grandmothers could not fly police helicopters no matter how many times they have played their grandson’s X-box games, and that you can’t start up chainsaws in residential areas in the middle of the night without attracting attention. But they were just grumpy or jealous, and nobody listened to them. Realistic or not, the story was exciting, and you cared about the people in it. She had written a good bad book!

Now, I would tell you something more about the bad bad books in my bag but really, all I ought to say is that they are the kind your mothers read when you aren’t looking. Go and ask them. Few good bad books, strangely, and then a handful of good good books. The ones that get spoken about in university cafes and written about in the cultural sections of newspapers and the posh hang-outs on the internet.

All of these books had been donated by members of staff. I had asked for such books. Any books. Even the not-so-good ones. The reason for this was that I have, for a few weeks now, been visiting a community “library” near where I live in Záběhlice. A cupboard, basically, with weather-proof doors at both ends, people can leave books for others to borrow or take. There is no catalogue or method of scanning out and returning the books. You could say the library runs on a kind of honour code. You can take books away and not return them, but the system works best when people are considerate and leave as many books as they take, or leave more.

I confess that until I carried my bag full of bad bad books and good good books, with a few bad good books for good measure, from Prague 1 to Prague 10 yesterday, I had taken a lot more books than I had left.

Now, I know a good book when I see one, and I had got a good few good good books, and one good bad book, a Czech translation of Ross Macdonald’s The ZebraStriped Hearse which I finished a few days ago. Another was an interesting case of a good bad book written by an author known for his good good books. There is a practice in US television known as “bottom feeding” in which rubbishy popular programmes are made to make the money needed to invest into more serious programming which tends not to make much money. Graham Greene did something similar with the novels he wrote. He had two types. Firstly, there were the entertainments. These were his good bad books. And then there were the novels, the more serious literary works. Well, I picked up a copy of the Czech translations of The Honorary Consul and Doctor Fischer of Geneva, two of his entertainments.

So what of the good good books. Well, many of them will stay in the library, for a time at least. All but one of these are in Czech, and that one is in Slovakian, so many of you will not be able to read them. The majority, though, have been translated into Czech, many of them from English, and all but two are available in English, so it’s certainly worth taking a look at them. I will go over a few of the better ones.

Now, there are a few more, and they are all very good. But then aren’t they a little bit too good? I hear you ask. I mean, it’s all very well replacing, say, ten books with ten books, but if you take away all the best ones and replace them with these bad bad books you keep on talking about, that’s hardly more community-minded is it?

Well, it turns out I have given this some thought and actually, I have been toying with you a little bit here. We can divide books into categories and Orwell’s way of doing it is probably as good as any. It is true that there are good bad books and there are good good books, and it is a very different experience to read one or the other. But then we shouldn’t judge people for the books they read, especially if we haven’t read them ourselves. I haven’t actually read any of the books I put on the shelves of the community library the other day so I can’t judge them, even if I have heard a lot about them. And besides, just as there may be good good books and good bad books, there are good reasons to read good bad books (and even bad bad books) and bad reasons to read good good books (and I know a few people I could think of there). I am pretty sure that some of the books I put on the shelves the other day will have been long forgotten in five years’ time, let alone ten, and certainly won’t last as long as even the less well-known works of Dickens and Karel Čapek, but then I also know for sure that lots of people have read and enjoyed them – in fact, for a time I think the majority of women I met had read them. Soon enough, I’m pretty sure somebody will be reading them on the Metro or on a tram to work, which, given as it will most likely be somebody reading it in their second language, will likely be a lot easier and more pleasurable for them than their trying to read Dickens or even Gerald Durrell in English. I have discovered many of the pleasures of good bad books since the time ten years or so ago when I started learning Czech. Believe me, I have read good good books in Czech and it is hard work. I have read these books on public transport and after I cook my dinner following a long and difficult day at work, but, as much as I love them, entertaining it isn’t.

“Please give me any old books”, I said in the e-mail to other teachers, “I’m starting to feel like a bad citizen, and you’d be helping me to sleep nights.” I still have a few books I intend to take from school to the library to the community library in the park, but, grannies in helicopters or no grannies in helicopters, somebody will get as much pleasure out of those books as I hope my students get out of those I discovered there myself. I think I’ll be able to rest easy tonight.

 

* If you put -ish at the end of a word, it means the same as if you put “quite” or “kind of” before it, so “normal-ish” means “quite normal”. It is informal, but a lot of people use it. Some people even use it as a word on its own, which is kind of is, and kind of isn’t, though actually, that’s rubbish, since a word is a word when people use it as a word, so ‘ish’ is a word after all. Ish.

Tikki Tikki Tembo and Racism

(Another one taken from the library Fronter page, where it was filed under year 5 and above this one from a few weeks back.)

Sorting books in the library today I came across a wonderful book by Arlene Mosel and Blair Lent called Tikki Tikki Tembo. The book is funny and sweet, and tells the story of two brothers growing up in China a long long time ago. The story is an example of what is called an origin myth, which means that it provides a mythical explanation for the way something is in the world we know today, here, the fact that Chinese names tend to be very short, which, now and again, may seem strange to Westeners or speakers of other languages (this was certainly true when the story was first written, or ‘retold’ to use the word on the front of the book).

The book is lovely, but the main reason I write about it today is that it is controversial and gives us opportunity to think about many different features of the stories we know and which help to build up our ideas about the world we live in. The story is a retelling of an older story. According to some people, the story was originally Japanese. The fact that it was moved to a Chinese setting is offensive to some readers because the two cultures are so different. The intentionally absurd long name given to the first-born son, Tikki tikki tembo-no sa rembo-chari bari ruchi-pip peri pembo, is considered by some to be culturally offensive because it gives the impression that Chinese consists of nonsense syllables.

Such cultural sensitivities are understandable, although I wonder if many of those mentioned above were more of a concern years ago before Chinese people were such an established part of the culture of countries such as The United States where the book has won many awards, and before Chinese culture became more widely known. Sadly, some very ignorant and indeed obviously racist stereotypes of Chinese people were common in American popular culture at around the time the book was published, as is clear from this clip from Dragon: The Bruce Lee Story. I don’t know. On first reading it the story struck me as charming and harmless, at least in the manner it is likely to be read now, but as I look more into it, and read some of the comments on the Good Reads page I link to above, I am less sure (one comment says it is “not necessarily racist but very ignorant”). Whatever the facts of this, I think the story may be very useful not least because it allows us to explore some of these issues. It is important for us as we read it, however, to be aware that these issues exist, and to give them some real thought rather than simply laughing along at the twists and turns of the story itself.

I will be writing much more about the origins of the stories we know and the debates surrounding their wider meaning. At your age and level, it is important for you to build up an understanding about how meaning is constructed not only on the surface of the writing you read, but also in the layers beneath it. One of the things I will writing about in this area will be Wikipedia and Google, surely the two most widely used sources of the text we read. On this occasion, the Wikipedia article on Tikki Tikki Tembo is a great jumping-off point to look into some of the themes I mention above. I would be interested to hear your thoughts, and indeed, perhaps, the thoughts of your parents on this book and others which you, or they, might consider to be in some way offensive or problematic.

Acknowledging such problems is sometimes fatal to a work. We cannot, I hope, uncritically love a work we believe to be racist. In the same way as the people we know and love, and we ourselves, have our faults, however, the works of art we love, and the artists and writers we respect, have theirs. Roald Dahl was a grumpy old thing, for example, and Charlie and the Chocolate Factory is chock-full of pretty nasty stereotypes. Sometimes it is possible to bear such things in mind, and love these works and authors for the things they do get right. Bruce Lee was a childhood hero of mine, but despite the racism inherent in the one scene of Breakfast at Tiffany‘s that made him so angry in the clip I link to above, I quite like that film too for the things it does get right.

Cory Doctorow book pulled from a school – he sends it to students

(Another old one from the pages of Fronter. I have been reading Little Brother in electronic format and taking notes, and it’s a great, powerful, important read. I contacted Cory Doctorow through his Twitter profile some time ago asking whether students at my school might be too young for his book Little Brother which is discussed below. He was kind enough to respond and said that yes, it might be too soon. Currently then, the book remains on my wishlist for a future order. I do already have at least one student in mind who needs to read it before too long, however. It’s a controversial book that will stir things up and upset some people. For me, though, important literature whether it is Shakespeare or Chaucer, Dostoevsky or Tolstoy, Hašek or even Čapek, is not always obedient and convenient to those who are in power. I don’t intend to hide it all from you until you are “old enough” to know about it. By and large, I intend to let your interest lead you to make discoveries and I don’t believe it is dangerous or problematic for you to know about some of the things that are going on in the world. If you do, or if you don’t yet go out of your way to read this book, I figure you can benefit from reading about it and the controversy it raises. The original article follows below.)

This made me giggle. There is quite a sad history in America of banning books from being read in schools. That didn’t so much happen this time with a book by Cory Doctorow, the YA author, I have written about here now more than once, but when one of his books was selected for a reading programme by a school librarian, it was later ‘pulled’, that is, the programme was stopped. When Doctorow got wind of this he sent the book to students himself.

The book is an important one because it is about the surveillance state, meaning governments spying on the activities of people on the internet. This is a very important issue, perhaps the most important, in the world today, and Doctorow has written a lot about it and believes that children should know about such things.

Read the article, it will tell you something about the importance of books. It has a download link to an electronic version of the book itself.