Books like Dictionary for a Better World: Poems, Quotes, and Anecdotes from A to Z

First of all, a HUGE thank you to the folks who let me see a very early copy of this February 2020 release. To be among the first few classroom teachers here at Goodreads to see the new book by Irene Latham and Charles Waters (this is the creative duo who gave us CAN I TOUCH YOUR HAIR? POEMS OF RACE, MISTAKES, AND FRIENDSHIP) is a privilege in every way that taking an early look at a book many will be buzzing about in a few months can be. I am grateful. When early looks at the new collection from Carol C. Hinz and Lerner Books crossed my Twitter stream, I knew I had to do whatever I could to see the rest of the book. Right now before I would return to school and lose an opportunity to take a deep look and to give due review to the work. Classroom teachers looking for a resource wherein young readers could experience and encounter, be engaged with, begin to emulate and become to energized by words familiar and unfamiliar within personal efficacy and social awareness, DICTIONARY FOR A BETTER WORLD: POEMS, QUOTES, AND ANECDOTES FROM A TO Z is that book. First of all. . .from the start. . .the illustrations and packaging (what I could see in digital) is simply stunning. Mehrdokht Amni (CRESCENT MOONS AND POINTED MINARETS: A MUSLIM BOOK OF SHAPES) creates collage within collage of color blocking and paper cutting and mixed media that is visually arresting. As a collage artist, I am drawn to the visual part of this new book. There is a sort of nod to books like Paul B. Janezcko's FIREFLY SUMMER (with Melissa Sweet) and Kwame Alexander's HOW TO READ A BOOK (also with Melissa Sweet) from the feel of the cover and the title page. Opening quotes presented in white ink upon a black field brings the reader into the "dictionary" via the ideas of Rumi and Nelson Mandela. In this light, the book becomes a gate fold title for its invitation to invite child, middle grade, and young adult readers to consider further works that have been developed for each age group. These two invitations start to move the reader into a sense of what one is able to do in the effort to create a better world. The suggestion here is that this will be an interactive text wherein the reader will be invited to reflect upon his, her, or their role(s) in creating a "better world."If we were expecting a thirty-two page ABC book, the authors and the publisher have a surprise for the reader. Over 124 pages making this a substantial text in the presentation of poetry to young readers. We also see within the Table of Contents the peritext that will appear throughout the book guiding the reader through the fifty pieces offered by the poets. Readers note that poems presented in red are those written by Latham with the blue poems assigned to Waters. Poems that are presented in purple are those written in collaboration. Wait. Hold on. OVER FIFTY PIECES to consider. This is a larger-than-usual poetry collection by today's standard thirty-two pages. And the first thing readers will note is that this book does not present in strict abecedarian order. If the poets needed to spend more time with a letter, they have done this with some letters representing multiple pieces. Of the subjects presented within the collection (but not limited to) are: dialogue, diversity, gratitude, humility, intention, justice, mindfulness, netiquette, sheroes, tenacity, vulnerable, and xenial. The first poem, "Words for a Better World," does present as abecedarian and introduces the reader to this word and how it works as a drive for the first poem's form and presentation. Each poem that follows takes its own spread within the book. The formula for the presentation is the poem, the poetic form in smaller font as peritext in verso, with a quote by a well-known figure to many adults (but not to all young readers inviting, further, opportunities to pull supplemental text to introduce the room to the figure being quoted). The presence of allusion here might invite the classroom teacher to poll the room to see if there is "residential expertise" in naming and identifying the figure in the quoted material. The quote is followed by a reflection by one of the authors on recto. The reflection by the author is then followed by an invitation to the reader to think, do, or be something related to the term presented by the word, the poem, the quote, and the poet's reflection material. The wraparound presentation of the various text types coupled with invitations to actively consider, create, or compose will be familiar to those who have read and shared Amy Ludwig VanDerwater's POEMS ARE TEACHERS (Heinemann)or the resources offered by Dr. Sylvia Vardell and Dr. Janet Wong within their offerings at Pomelo Books. In this light, DICTIONARY FOR A BETTER WORLD becomes a all-in-one, ready-for-the-classroom opportunity to synthesize multiple texts and point of view (including the reader's own). The poet's reflections are all at once personal and poignant. . .and presented with a sense of humility and vulnerability. The poets present as most human within these short, one-paragraph prosaic pieces that create a sort of relationship with the reader that harkens back to the opening quotes in the work. Both Irene and Charles share experiences of family, faith, and school. They speak of misunderstandings and reconciliations. They speak of privileges and perceptions. They speak of memory and regret and gratitude. They talk about friendship and the work they have done together. The poets are here to do the work along with the reader and present only as experts in poetic form and composition. In the reflections, they share in earnest and present to the reader their own experiences and work-throughs in the work that is being asked of the audience for this book. In this light, DICTIONARY FOR A BETTER WORLD is probably not a book that could be "read-through" and shelved. For its depth in both page count and pieces, this is a sustaining resource book that might be shared the way a classroom teacher might share Charles R. Smith Jr.'s 28 DAYS: MOMENTS IN BLACK HISTORY THAT CHANGED THE WORLD (with illustrations by Shane Evans). What's more, like any "dictionary," the classroom teacher could share from the extended work by showcasing a term or a quality as it might present in the outside reading or discussions within the room. I want to pause in the review to celebrate, once again, Mehrdokht Amni's work in this book. Absolutely striking and the mood of the term and its poetic presentation is brought to living, visual text by the artist. An instance of the "concrete" nature of the illustrator's work is found in "Humility" with spreads across the top of the page with the second I presenting as "i" which invites the reader to consider the illustrator's choice (an extension here in the classroom might be Bob Raczka's WET CONCRETE). Some of the more striking representations within the book, for this responded, are the paper cuts that lift words from the page or present "paper doll"-like figures who stand in place and cast shadows. The artist's due care in matching visual to verse reminds this respondent of J. Ruth Gendler's THE BOOK OF QUALITIES. The Authors Note from the two authors reveal to the reader how the book came together and the authors speak honestly again about how stretching out in poetic forms pushed them out of their comfort zones. I cannot wait to hold this book in my hands to review all of the forms (which are listed in index at the back of the collection). There were forms here that this respondent could review (I won't list them here for fear of embarrassment of not knowing a particular form that others find common in their practice). But, "The Bop?" "Cherita?" "Skinny?" We all have something to learn from A DICTIONARY FOR A BETTER WORLD. Classroom teachers looking for a collection that not only taps and challenges thinking toward active participation in making the world better but furthers opportunities for reading will appreciate this: In addition to the allusions within the collection and the invitations to read sprinkled throughout the fifty pieces, the authors have included an index of further reading of titles both in canon and contemporary. Classroom teachers looking for reading lists of this type will not be disappointed with what the authors and publishers provide here. The poetic reading list made me miss "Dear One" Lee Bennett Hopkins as the two authors share so many names and titles that could have been found in any LBH anthology. There is a nice mix of poets and titles here from which classroom teachers can draw or borrow from their building's library. I've not talked too much about the pieces within the collection because I want my classroom teacher friends to discover the rich poetry on their own and with their classrooms. This is a gorgeous collection with an early in 2020 release date that might situate the book within proximity of National Poetry Month (offering time for the classroom teacher to review and to plan). Or the book might be an anchor text for the fourth quarter as students are continuing to move into the flow of the year while actively looking forward to the one coming. I'm a greedy reviewer. I tend to sponge after my own heart. I wanted to see this book. And the people behind it made it happen for me. I see so many friends listed in this book, it warms my heart even when I am not holding the book against that space right now. This collection will be a treasure and situates Latham and Waters as a collaboration to watch. More important than any of this is that we have a book, accessible to multiple ages, that encourages active reflection even if it means stalling active participation. The book presents an opportunity to read and to consider in the interest of creating new opportunities to serve this world in the interest of making it better. What we have coming in early 2020 is a new poetry collection poised to sit among so many venerable and good collections for children with a goal toward engaging, embracing, and eventually energizing young people to name their own particular role in making this a better world. The poems will do their work in the micro-setting of the classroom. In time, that work will begin to affect the mezzo-setting of a school. One day, the sharing of this collection might mean affecting the macro-setting of a world made better because young people read. Because teachers shared. Because teachers had a resource like DICTIONARY FOR A BETTER WORLD: POEMS, QUOTES, AND ANECDOTES FROM A TO Z. Thank you again to representatives from Lerner Books who graciously allowed me to have an early look at this title. Five stars. Highly-recommended.