[bksvol-discuss] Re: New proofreaders

  • From: Valerie Maples <vlmaples@xxxxxxxxxxxxx>
  • To: bksvol-discuss@xxxxxxxxxxxxx
  • Date: Mon, 25 Jul 2011 18:16:21 -0500

Hi, Scott!

In talking to multiple people invested in emergent literacy, then, we need to 
find a way to consider either not adding picture descriptions on beginning 
readers with images instead and a different version for blind kids and parents. 
 Otherwise, the books can actually be harmful to assisting kids in developing  
literacy.  I am probably not distilling the message properly, but different 
reading levels, cognitives levels have different needs and a one size fits all 
will actually discourage beginning readers from developing literacy.

I am not saying change everything old, but rather, can we consider a shift to a 
more appropriate level for children on newly added books?  Considering so much 
funding has come from the DOE, I think literacy for kids, not just literature 
access should eventually be considered as we realize the impact and opportunity 
we have.

Thank you for your patience with me as I try to help kids learn to love to read 
without barriers.


On Jul 25, 2011, at 3:57 PM, Scott Rains wrote:

> Hi Valerie,
> I got an answer back already This is not a change we can support given the 
> legacy of DAISY books in the collection. Sorry.
> Scott Rains
> From: Valerie Maples <vlmaples@xxxxxxxxxxxxx>
> Reply-To: "bksvol-discuss@xxxxxxxxxxxxx" <bksvol-discuss@xxxxxxxxxxxxx>
> Date: Sun, 24 Jul 2011 19:36:56 -0700
> To: "bksvol-discuss@xxxxxxxxxxxxx" <bksvol-discuss@xxxxxxxxxxxxx>
> Subject: [bksvol-discuss] Re: New proofreaders
> Hi, Scott!
> Ask them to seriously consider it as an option, if not a standard.  It is a 
> huge deal for starting sighted readers that Nichole is very eagerly 
> advocating for.
> Thanks!
> Valerie
> On Jul 20, 2011, at 7:35 PM, Scott Rains wrote:
>> Valerie,
>> Interesting approach. Let me talk it through with Collection Development and 
>> Engineering. A change like that would require a lot of cross-domain 
>> conversation. But, for now, the answer is "no."
>> Scott
>> From: Valerie Maples <vlmaples@xxxxxxxxxxxxx>
>> Reply-To: "bksvol-discuss@xxxxxxxxxxxxx" <bksvol-discuss@xxxxxxxxxxxxx>
>> Date: Wed, 20 Jul 2011 17:29:43 -0700
>> To: "bksvol-discuss@xxxxxxxxxxxxx" <bksvol-discuss@xxxxxxxxxxxxx>
>> Subject: [bksvol-discuss] Re: New proofreaders
>> Hey, Scott!
>> Reading with Nichole and trying to work with Nichole's teacher about 
>> introducing Bookshare to beginning readers, I have a question/proposition.  
>> In order to place emphasis on readable text in board books and early reader 
>> picture books, books that have no other navigation than title, would it be 
>> acceptable to put book text in bold 16 or 18 pt. and picture descriptions, 
>> not bolded and in 12 pt?  It would help print "pop" for visual readers 
>> (dyspexic and kids with PD) and even allow teaching navigation in a more 
>> useful and functional ways to early readers.  That way a parent reading the 
>> book would have easy access to all information, but a new reader being 
>> introduced to reading would have better presentation of age level text.
>> Thoughts?
>> Valerie
>> On Jul 20, 2011, at 3:43 PM, Scott Rains wrote:
>>>  4)  Use these font sizes:                          For the:
>>>                           20 point  +  BOLDING        Book title
>>>                           18 point  +  BOLDING        Larger section 
>>> headings  (such as "Part I", or "Section 2")
>>>                           16 point  +  BOLDING        Headings for each 
>>> section in the Front Matter, & Back Matter
>>>                           16 point  +  BOLDING        Chapter headings
>>>                           14 point  +  BOLDING        Chapter subheadings
>>>                           12 point                             Text in the 
>>> body of the book
>>>                      5)  Maximum font size for anything in the file:       
>>> =  20 point
>>>                           Minimum font size for anything in the file:       
>>>  =   8 point
>>> Scott

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