IV. CRIME SELLS

A. TRUE CRIME: THE "REAL" STORY
Ray Surette is a professor of criminal justice and legal studies at the University of Central Florida and an expert on crime and the media. Surette says each year as he starts his class about media and crime, he asks his students to write down the names of the two people most likely to kill them. Most students don't have a clue, he says. But the correct answers are yourself and your spouse or lover. "But we don't worry about suicide or loved ones killing us as much as we do an axe-wielding stranger," Surette says. "The media plays a large role in this disparity. So read on, but remember that you might as well be reading about crimes on another continent in terms of their relevance to your own personal life and safety."
Contact: 407-823-5946

B. TRIVIALIZING THE JUSTICE SYSTEM?
True crime books have become a cottage industry unto themselves. Like true crime documentary-style shows on television, they have the capacity to have a negative influence on how the public views the criminal justice system, in the opinion of Jack Chin, a University of Cincinnati law professor.

Chin, who teaches criminal law, believes these books oversimplify the cases they are writing about. "They are sensationalized books, and simply because they are sensational, it means they are not accurately portraying the system. That's not their goal. Their goal is to be provocative and exciting." Chin adds that the cutting of details and subtleties misleads, even if its not done in a malicious way. "Cutting out the details might be necessary to make the story work. But it is a bad basis to try and understand and evaluate the legal system."
Contact: Jack Chin, (visiting at NYU School of Law until July), 212-998-6097

C. BEYOND BOOKS
Crime novels may be a popular choice for summer readers, but they probably don't have as much impact upon the perceptions of their readership compared with other areas of popular culture. That's the view of Frank Cullen, Distinguished Research Professor in criminal justice who studies attitudes towards crime. "I would say media like movies or TV are going to have a bigger influence than looks," says Cullen. In particular, he adds, the trend of the past few years towards focusing so much attention on cases like the O.J. Simpson trial or the murder of Jon Benet Ramsey distorts views by showing cases that are the most extreme examples. True crime cases that are serialized for television also open up the opportunity that the facts could suffer in the name of telling a better story.
Contact: 513-556-5834

V. CONTENT CONCERNS

A. COPYCAT CRIMES
Reading a crime novel this summer probably won't cause you to commit a 'copy-cat' crime, but it could influence how you view the world. That's the view of Ray Surette, a professor of criminal justice and legal studies at the University of Central Florida and an expert on crime and the media.

Surette says no extensive research has been done, but anecdotal evidence suggests that crime literature usually does not cause problems. But a heavy diet of crime material can affect how you view the world. "Heavy consumers of violent crime media tend to see the world as more violent, be more fearful, see crime as more prevalent and so on," Surette says.
Contact: 407-823-5946

B. WHAT ARE YOUR KIDS READING?
While parents may not always be happy with their child's reading selections, Keith King, assistant professor of health promotions, says parents who take away a book they consider objectionable are sending the message that they don't trust their children to make their own decisions. "This can lead to resentment and the hiding of future reading and non-reading materials." However, King adds that parents should still be aware of what their children are reading. "If their teens are reading some questionable materials, then parents should first educate themselves about those materials and then discuss them in a non-oppositional manner with their children. If the parent opposes the reading of such information, then the parent should be sure to tell their child why they're opposed. In addition, the parent should listen to the child's side of why he or she wishes to read the material." King says the process might sound time-consuming, but sharing your concerns child sends a clear message that the child is important, valued and loved. "The parent-child connection is crucial to family and individual well-being, and communication is key to this connection."
Contact: 513-556-3859

VI. BEYOND THE PAPERBACK: READING AND THE INTERNET

A. PROVIDING NEW OPPORTUNITIES FOR THE DISABLED
Barb Combess, a Web site developer in the University of Cincinnati Office of Information Technology (UCit), says the Internet has opened up a wider range of literature and news sources for those who are visually impaired. "In researching Web Accessibility, I spoke to several blind people and what they said is very interesting. The web and electronic media has opened up doors to them that they never had before. What they couldn't read in print, they can now read online." In the past, the only option was Braille publications. "They feel like they are no longer being left out, as they did before."
Contact: 513-556-2272

B. INSTANT ACCESS TO INFORMATION
The Internet and the World Wide Web have pushed classic reference materials off the shelf, according to Molly Gordon, director of Educational Services for the University of Cincinnati Office of Information Technology. "It would never occur to me to pick up a printed dictionary or encyclopedia," said Gordon. "My personal and professional research on ANYTHING (as well as a substantial amount of my personal purchasing) is done on the Web. It is obvious that the Internet has permeated our (American) culture. Every advertisement has a URL attached. Unfortunately, the URLs don't always lead to anything useful, but I think that will catch up over time." Gordon predicts that expectations for printed media will change, because so much information and interactivity is now available online." I don't want to say that printed materials will die altogether, but they will certainly become less important in many ways."
Contact: 513-556-9922

C. MIXING MEDIA TO MEET YOUR NEEDS
Barb Combess, a Web developer and technology manager at the University of Cincinnati, admits she still enjoys novels in print "because it's easier and more convenient," but her primary source of information comes over the Internet. "I'm probably more informed by the electronic media. I subscribe to MSNBC where they alert me of breaking stories. I can access and read newspapers from other cities. If an event occurs in another city that isn't covered in our local papers, then it's easy to pull up the newspaper in the city the event occurred," said Combess who also relies on the Internet for the latest news involving her profession. "When standards change or new information is published, I get an e-mail alerting me to go out and read the latest news on this topic."
Contact: 513-556-2272

VII. THE BOOK COLLECTOR

A. BIBLIOPHILES VERSUS BIBLIOMANIACS: WHEN LOVE TURNS OBSESSIVE
Kevin Grace, assistant head, University Archives, explains the difference between the book lover and the bibliomaniac is that the bibliomanic will spend every penny...possibly even marry, to get a coveted book, but the joy is only in the chase. Bibliomaniacs must keep moving on to their next prize and their behavior is termed as a problem-solving activity to relieve anxiety. Grace says noted bibliomaniacs include M. Boulard of Paris, who in the 18th century packed his house so full of books the home started to collapse. Still, he couldn't stop collecting, and eventually owned six houses packed with books. Thomas Rawlinson of 18th century England couldn't sleep in his own bedroom because of his collecting craze. He cleared out just enough room through his books to sleep in a narrow passageway in his house. "Richard Heber of the 18th century wanted to own every book that was ever printed. He died as a recluse in the house where he was born, literally surrounded by the house filled with books."

Some bibliomaniacs also have a touch of kleptomania. The most famous book thief in the history of the world, Stephen Blumberg, was convicted in 1991 in thefts across the nation, including at the University of Cincinnati. The stolen items were recovered in a raid on Blumberg's home. Grace adds that the UC items were found in Blumberg's bathroom, where, Grace says with a smile, "most people do their best reading."
Contact: 513-556-1953

B. THE COLLECTION YOU CAN BARELY SEE
The University of Cincinnati's College of Design, Art, Architecture and Planning last January featured a display of more than 100 award-winning contemporary miniature books. The display was sponsored by the Miniature Book Society, an international group founded in Ohio. Book society member and collector Mark Palkovic, associate senior librarian of College-Conservatory of Music Library at the University of Cincinnati, explains books must be no more than three inches tall to be considered miniature. Palkovic has a copy of the smallest book ever published: Pushkin's "Chameleon," published in Siberia in 1997 and measuring .9 X .9 millimeters. "In the past 10 years or so, the mainstream publishers have caught on to the appeal of the miniature book," says Palkovic. "Handmade collector's items can cost thousands of dollars, or you could buy a mass-produced miniature book for as little as $1.98."
Contact: 513-556-1970

VIII. LITERACY CAMPAIGNS

A. OHIOREADS -- A STATEWIDE INITIATIVE
The OhioReads program is a statewide initiative to improve the reading skills of children in kindergarten through fourth grade. The initiative works to improve adult mentors in one-on-one and small group readings. Scott Ebbrecht, executive administrator of the program, says the emphasis on reading and literacy is vital to society. The OhioReads initiative has provided $40 million in grants (over two years) for professional development, training, curriculum materials and technology. These grants went to 740 elementary schools. Ten million dollars (over a two-year period) have gone to before- and after-school programs as well as summer and weekend reading programs developed by community organizations, libraries and businesses. In its first year (the 1999-2000 school season), OhioReads had 27,000 volunteers. "Reading is important to all subjects. Literacy skills are so important to all of life. You need to read to succeed," said Ebbrecht. He lives what he preaches. Both he and his wife read to their young son to such an extent that "read" was the third word he could say after "mom" and " dad." Ebbrecht finds that kids will soak up material from one-on-one instruction. "Kids are anxious for that one-on-one attention." And even busy parents can find opportunities to read with children over the summer, including reading a map while traveling on vacation.
Contact: 614-995-2245

B. THE LIBRARY'S FAMILY FOCUS
At the Public Library of Cincinnati & Hamilton County, a new chapter is being written on summer reading. For the first time the library's summer reading club has been expanded to include adults and teens, as well as children. To encourage reading among all ages, this year's focus is on the entire family. From June 1 through August, children, teens and adults can participate in different clubs geared toward their specific interests. As families turn the pages together, at the Main Library and all of the 41 branch libraries, readers have a chance to win prizes, read great books and attend hundreds of free summer programs. According to Cathy Wilkymacky, branch services manager for the library's east region and leader of the adult reading club project team, libraries traditionally have targeted children for summer reading activities. "But more and more, libraries are expanding summer programs to include teens and adults. We will also begin an adult reading program this winter as well," she said.
Contact: Phyllis Hegner 513-369-6970

C. REACHING OUT TO YOUNG READERS
Encouraging young readers in this age of electronic distractions can be difficult. One program the National Book Foundation has created to counteract the problem involves bringing authors out to meet children. "Our literary outreach programs work to excite children and adults about reading by introducing them, face-to-face, with the people who write books," says Meg Kearney, the association's associate director. "We have found that the experience of meeting an author breaks down the aura of mystery that surrounds books, the people who write them, and the creative process, and that more often than not, people are excited to read books after they realize that authors are regular people just like themselves. We also try to include parents in any of our programs that involve children, knowing that reading to children is an incredibly important vehicle to creating a new generation of readers. So, we are trying to excite adults about reading, too.

It helps for children to have models -- that is, if their parents read, then the children are more likely to read as well." Kearney says the NBF's basic mission is "literate literacy:" targeting people who CAN read, but don't.
Contact: 212-685-0261

IX. THE BEGINNING READER

A. MAKING READING FUN
A new book, More Than Letters, by authors Sally Moomaw and Brenda Hieronymus holds fun literacy activities for early childhood teachers and parents. The authors are faculty at the University of Cincinnati and early childhood education specialists for UC's Arlitt Child and Family Research and Education Center. The activities were all successfully tested at the Arlitt preschool for children aged three to five. "Parents and children can work together to make what we use in the activities for as little as five dollars, and the directions for making them are included in the book," says Moomaw. "The Letter-Bead Twist is made of just three wooden cubes, marked with letters, on a dowel rod. By twisting around the beads, you can make different words." Other activities include Alphabet Bingo, Grab Bag (children pull letters from a bag to match their individual game boards), and Magnetic Words, in which children spell with magnetic letters on a tray. The book is $24.95. It's published by Redleaf Press and can be ordered by calling (800) 423-8309 or online at
Contacts: Moomaw, 513-556-3814, or Hieronymus, 513-556-3802

B. PACKING FOR VACATION
Darwin Henderson, UC associate professor of early childhood education, suggests some ideas to keep kids occupied on those long drives to vacation destinations. Parents should have each child pack his or her own travel kit. "They may want to bring along some paperback books thet can pack in a canvas tote bag decorated by Mom, Grandma or even themselves. Older children can pack notepads and pencils and the younger children can carry their crayons and coloring books. They may even want to make their own audio recording of a favorite book and take the cassette tape on the trip."
Contact: 513-556-0198

C. A PARENT'S EXAMPLE
Ellen Lynch, coordinator of the early childhood care and education program at University College, says parents can help children develop a passion for reading "long before they're actually able to make sense of the print that appears on the page. When children have books read to them, they begin to learn the rhythm and sounds of their language. They also learn to associate books with pleasant feelings as they cuddle in the adult's lap for a story." Lynch has the following Top 10 Tips for parents to help foster an appreciation of books and reading:

1. Have books in your home. This demonstrates to your child that books are important.

2. Be a role model and read.

3. Read to your child at least once a day.

4. Establish a special time and place for reading together.

5. Don't over-react to torn pages, crayon and tooth marks in books! Young children are experiencing books for the first time and will want to explore with their hands and mouth.

6. Look for books that are age appropriate. Cloth and vinyl are ideal for younger children.

7. Books with rhyme and repetition will keep your child's attention.

8. Take your child to the library on a regular basis.

9. Give books as gifts.

10. Remember children are never too young or too old to hear you read!

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