In his memoir Surely You're Joking, Mr. Feynman, the late Nobel prize-winning physicist Richard Feynman shares the experience of being on a science textbook review committee for the state of California. The long funny story is mostly about the absurdity of what lands in science textbooks. But there is one passage which is telling for literacy leaders trying to set priorities.

Feynman recounts how one of the textbooks for review was sent with all blank pages inside. The cover was complete, and inside was a note from the publisher explaining that this was the last in a series they were submitting for review, and it hadn't been finished in time to meet the committee deadline. The publisher still hoped the other books in the series would be considered, and the blank book was sent to illustrate what the complete set would eventually look like.

Feynman dutifully trouped to the committee meeting with his notes on each textbook, where the group shared rubrics and ratings. Imagine his surprise when the blank book received a rating from six of the ten committee members - some of the committee members had even ranked it higher than complete texts.

The raters were embarrassed, and finally admitted they weren't reading the books. Because they were busy, they were relying on the blurbs from publishers (or even the authors' reputations), instead of taking the time to actually read the books they were recommending. Feynman puzzled through the strange experience, and came to this conclusion:

I believe the reason for all this is that the system works this way: When you give books all over the place to people, they're busy; they're careless; they think, "Well, a lot of people are reading this book, so it doesn't make any difference..."

Surely You're Joking Mr. Feynman Page 295

Reading these words, I'd like to believe that I would have been like Dick Feynman on that committee, carefully reading every textbook, taking notes, and having my thorough work be an example to my peers. But when I've been too busy professionally and taken on too much, I'm afraid at times I've been more like one of those committee members who cut corners and did a medicre or substandard job.

Here's the thing - every single member of that committee was a leader, a top scientist or educator or policymaker. The problem wasn't that they didn't have the skills to do the job. The problem was they took on too much, and then found themselves becoming sloppy and careless.

The lesson for you as a literacy leader? You have to learn to say no more often. If you are friendly, competent, and dependable, you'll be asked by colleagues to do far more than you can possibly accomplish this year. Each task taken individually is something you can complete well. Too many tasks, and none are done in a way that reflects your true ability. There is nothing more discouraging when you're confident and capable than finding yourself rushing through work and doing a sloppy or haphazard job.

This week we've got a couple resources that may help you set priorities and say no gracefully. It seems like early fall is when everyone is revving up with projects and demands, so the information may be timely. Plus more new features as always. Enjoy!

Brenda Power

Editor, Choice Literacy

www.choiceliteracy.com

Free for All

From the Choice Literacy Archives, Jennifer Jones presents the "Planbook Scavenger Hunt" - a terrific way to look back and assess how you've your time in the previous year. This task helps anyone set realistic goals and timeframes for their most important upcoming projects:

http://www.choiceliteracy.com/public/355.cfm

From Online Organizing, the "20 Ways to Say No" tipsheet is a ready reference of thoughtful, fair reasons for turning down tasks. Here's my secret - I've copied and pasted my favorites from the list in the front of my planbook/calendar. Half the time when people think I'm checking on a date, I'm actually looking at my cribsheet to find the most graceful way to turn down the work:

http://www.onlineorganizing.com/ExpertAdviceToolboxTips.asp?tipsheet=16

Join Choice Literacy this fall for weekend workshops in Maine on topics including literacy coaching, reading assessment, the 4th grade slump, and young English language learners. Details are at this link:

http://www.choiceliteracy.com/public/department22.cfm

For Members Only

No one understands "Drive-Thru Readers" better than Aimee Buckner - she used to be one herself. These are the readers who race through the beginning of many books, but never seem to finish any. When Aimee encounters a drive-thru reader at a back to school Open House, she develops a strategy lesson tied to the reading notebook to help students understand and build stamina:

http://www.choiceliteracy.com/members/429.cfm

Katie DiCesare is moving away from centers work in her literacy workshops. In this article, she talks about why she is making the move. This is the second article exploring the use of centers in as many weeks that we've posted at Choice Literacy. It's emerging as a hot topic in schools. Whether you use centers or not, the writing might help you think through your goals for student independent work:

http://www.choiceliteracy.com/members/430.cfm

The Sisters (Gail Boushey and Joan Moser) are beginning a three-part series this week on organizing bookrooms. These are quick video tours to give you ideas for sorting, maintenance and checkout. The first is from a traditional elementary leveled bookroom:

http://www.choiceliteracy.com/members/431.cfm

That's all for this week!