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The Cincinnati & Hamilton County Public Library opened the new Mt. Healthy Branch after renovating a 10,000-square-foot CVS building. The opening celebration on Nov. 2 provided guests with activities, CHPL Swag giveaways, and refreshments to celebrate the $6.3 million building as part of the Library’s Facility Master Plan. 

Saturday began with an opening ceremony and ribbon-cutting, where Eva Jane Romaine Coombe Director Paula Brehm-Heeger, Vice President of the Library’s Board of Trustees Christopher Harding, Mayor Jennifer Moody of Mt. Healthy, Hamilton County Commissioner Alicia Reece, and Mt. Healthy Branch Manager Lacey Wehrle gave remarks about the Mt. Healthy Branch’s opening.  

“The current branch has been serving the Mt. Healthy community for 73 years. That’s many years of special memories. Now, with the beautiful new Mt. Healthy Branch, we’re excited to continue this history and reaffirm our commitment to this community,” said Eva Jane Romaine Coombe Director Paula Brehm-Heeger. “Built as part of our Facility Master Plan implementation, this new Mt. Healthy Branch was designed to be a place where the entire Mt. Healthy community can gather, learn, explore, and more.” 

More than 1,000 guests took part in Saturday’s festivities exploring the library branch. The new building features more interior space, improved accessibility, expanded parking, a drive-thru, a meeting room, and study pods. The building also includes a family-friendly kids space with play equipment, a communal space for teens, and comfortable spaces for reading and gathering. 

The new library is one block from the previous storefront location. Learn more about the project at: https://chpl.org/next-generation/mt-healthy/.

The Facility Master Plan is guiding our multiyear improvement project called Building the Next Generation Library and was made possible through the generous support of Hamilton County as a result of the 1 mill levy that passed in May 2018. 

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By Kristen J. Amundson

“Left foot, left foot,

Right foot, right.

Feet in the morning

Feet at night.”

—”The Foot Book,” Dr. Seuss

It has been 40 years since I last read Dr. Seuss’s “The Foot Book” aloud, but I can still recite it, nearly word for word. That’s because I read it an estimated 83,492 times during my daughter’s earliest years. When kids fall in love with a particular book, they want to hear it again and again. For the grandparent reading this favorite book, it’s good to know that research into how children learn language supports these seemingly unending repetitions.

This year, National Grandparents Day will be celebrated on September 8. It’s a great day to spend time reading with your grandchildren. You will be sharing a favorite book, but you’ll also be helping your grandchild learn important reading skills. Of course, you may be sharing that book repeatedly. Researchers tell us that children learn words through repeated readings of texts. (Grandparents could tell us that as well.) As your grandkids hear words again and again, their knowledge of the word will move from never hearing it, to sounds familiar to it has something to do with, to well known. One study even showed that hearing the same words in the same story helped more than hearing the same words in different stories.

This is where “The Foot Book” comes in. (“Wet foot, dry foot, low foot, high foot,” my brain is chiming in.) Repetition helps kids learn I would tell myself as my daughter would say, “Again!” Young readers need to know how to sound out an unfamiliar word, but the more words they recognize instantly, the more time they’ll have to figure out what the text means. The ability to read quickly and accurately is one key step in becoming a strong reader.

If you stop while you are reading to discuss what you have just read, you can help your grandchild build background knowledge. “Remember when we went to the zoo and saw the lion?”

Sometimes, the story may include information your grandchild doesn’t know. See if you can learn more. Is there a TV program about alligators? Does your library have a book with pictures?

The way you read can also be a good model for your grandchild. Sometimes you may need to stop, reread, and then untangle what you’ve just read. You might say, “That long paragraph about crickets didn’t make sense to me. Let’s go back and see if we can read it more slowly to make sure we understand it.”  Doing that will give your grandchild permission to do the same thing when they read something they don’t understand. And you’ll create the expectation that we read so we can understand what we have read. Read widely. This fall, as election news fills the airwaves, help your grandchildren learn more about pioneering lawmakers like John Lewis and Barack Obama by looking for biographies written just for kids. Your local children’s librarian can point you to a book that should work.

Of course, repetition is not limited to books. Ask any grandparent who has watched “Moana” for the 271st time. Kids seem to be hard-wired to enjoy things over and over. And don’t worry—eventually, new favorites will replace the old. Something else will capture your grandchild’s attention, and you’ll find yourself reading it over and over. And over.

Kristen J. Amundson is a former teacher, school board chair, state legislator, and CEO of a national education organization. This column is excerpted from her forthcoming book “The Grandparent Effect,” which will be published by Rowman & Littlefield in 2025.

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The reopening of the Cincinnati/Hamilton County Public Library’s Main Library’s $43.4 million refresh on July 12-14 was a celebration weekend that provided guests with events, programs, and musical guests, as the Main Library hosted a party. The renovations are part of the Library’s Facility Master Plan.   

Friday, Saturday and Sunday included events, programs, and performances throughout the South Building including the redesigned meeting rooms and interactive areas for kids and teens. Multiple new features including the Social Stairs and Phronesis light sculpture was also a large part of the event that provided free guided tours to visitors.

Library officials reported the festivities resulted in more than 12,000 attended throughout the weekend, over 5,000 item check-out transactions and, 898 new library cards created on Saturday alone, beating the Cincinnati & Hamilton County Public Library’s previous record of 584 library card sign ups in one day (August 20, 2023).  

At 540,000 square feet in downtown Cincinnati, the Main Library is the Library’s flagship location, accounting for about half of the Cincinnati and Hamilton County Public Library’s public space. In December 2017, the Library Board of Trustees confirmed the desire to retain the Main Library’s North Building, and to have both buildings of the Downtown Main Library re-envisioned to better meet customer needs.

The project included the Main Library Plaza redesign and interior refresh designed by Group 4 Architecture + Champlin Architecture. The Main Library renovation injects the cultural and geographic landscapes of Cincinnati and Hamilton County into the existing mid-century modern buildings.

The project included:

• The plaza walls in both the South and North Plazas were removed and the South Plaza was lowered to street level to create a safer and more welcoming Vine St. entrance.
• Portions of the interior of the library received a light renovation.
• The new, at-grade South Plaza and large glass curtain wall now welcomes library users to the revitalized atrium. The design expresses the wonderful range of library spaces within. Upon entering the atrium, an inviting and warm social stair knits together the Walnut Street and Vine Street entrances while providing a range of seating opportunities for individuals, small groups and large events. Inspired by the hills of Cincinnati, this welcoming design provides new amenities and gathering spaces, as well as an intuitive connection to the upper floors of the library, accessed through a new stair extending from the second floor upwards.

Journey through three floors and 540,000 square feet of books, movies, music and more at the Main Library with new spaces and services for you to enjoy, including:

• Redesigned spaces like meeting rooms and interactive areas for kids and teens
• The new Catherine C. and Thomas E. Huenefeld Story Center to record and share history with future generations
• Outdoor plazas with new public art and spaces to gather
• Return of the beloved book sculpture 
• Phronesis, a new large-scale light sculpture
• Skylight and elevator replacement

The heating, ventilation, and cooling (HVAC) and electrical systems in the South Building – built in the 1950s – were updated in 2020.  The South Building roof was replaced recently, providing a completely updated roofing system for the entire 540,000 square foot building.

The Social Stairs begins in the atrium of the Downtown Main Library and starts off with the Country Boogie and Jump Blues hits of the late 1940’s that made King Records the sixth largest record company in America by 1949.

Lots of new music was emerging in 1945 – like Bluegrass, Jump Blues, and Country Boogie – much of which was recorded right here in Cincinnati. These genres are shown with yellow and orange tints on the staircase.

The Library also began its musical history at this time, with CHPL’s collection expanding to sound recordings. The Library’s first record in its collection was a Cincinnati Opera album, acquired in 1946, through a donation by the Cincinnati Opera. That record has a place on the staircase as a tribute to that occasion.

As you climb the stairs into the 1950’s, you’ll reach the second floor of the Downtown Main Library and see the emergence of then-new genres like Doo Wop and Rockabilly – shown on the staircase in darker green colors.

All 40 branches and the downtown Main Library will receive improvements over the next 10 years. This is a generational moment for our Library and our county. We have a rich tradition of truly outstanding public library service and a community that supports and appreciates the many benefits a strong and healthy public library offers the community. 

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By Darryn Keneally

The World Literacy Foundation announced that Iyanna Wilson is a Youth Ambassador for 2024. She will serve as a local advocate, aiming to increase education and community awareness about the importance of reading and writing and lift literacy rates in Cincinnati. 

Wilson will join a global group of 15 to 25-year-olds from 40 countries who are striving to improve literacy outcomes for disadvantaged children who struggle to read. 

Wilson, a spirited 16-year-old with a deep love for reading and aspirations to become a journalist, embodies a strong commitment to literacy and community engagement. From a young age, she immersed herself in books, maintaining a book blog where she rates and reviews books and interviews authors to delve deeper into their literary worlds.

Currently working on her first novel, Wilson recently organized a successful book drive at two local elementary schools, highlighting her dedication to promoting literacy among younger generations. 

Driven by her passion for literature and community service, Wilson is drawn to the WLF ambassadorship because of its alignment with her core values and aspirations.

In an era dominated by technology, she recognizes children’s declining interest in reading as a pressing issue that requires attention and action. She believes this trend can be reversed through initiatives like the WLF, which are dedicated to fostering literacy and education. Wilson is eager to contribute her enthusiasm, advocacy skills and love for storytelling to inspire a new generation of readers and writers, ensuring that the transformative power of books continues to enrich lives and broaden perspectives. 

Currently, 770 million people can’t read a single word, and a further two billion people struggle to read a sentence. In low-income homes, on average, 72% of children struggle to read. The impact of illiteracy is not just educational, but also social and economic, affecting the lives of young people worldwide. 

As a Youth Ambassador, Wilson will have the opportunity to develop leadership skills and highlight literacy issues to the wider community. 

For further information, visit: https://worldliteracyfoundation.org

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Identifying with an activity is different from actually doing it.

For example, 49% of Americans play video games, but only 10% identify as gamers.

According to a recent survey we conducted, there’s also a small gap between reading activity and identity for younger readers: 61% of Generation Z and millennials have read a print book, e-book or audiobook in the past 12 months, but only 57% identify as readers.

And yet there was a puzzling aspect of our results: The 43% of Gen Z and millennials who didn’t identify as readers actually said they read more print books per month than Gen Z and millennials overall.

In other words, young people who don’t identify as readers are reading books at a higher rate than their generational cohorts as a whole.

Why?

Our best guess is that “reader” is an identity, not a behavior. And that identity is buttressed by involvement in book clubs, engagement with social media communities such as Booktok and Bookstagram, and access to libraries and bookstores.

Building bookish communities

Identities of reader, writer and fan seem to reinforce each other.

Millennials and members of Gen Z who identify as readers are also more likely to be writers and participate in fandom.

Community is key to all of these identities. For example, two of the top reasons millennials and members of Gen Z identify as fans are the fact that they’re “part of a fan community” and are able to “meet others like me.”

Every August, the Edinburgh Book International Book Festival in Scotland – the largest book festival in the world – puts on an entire month of events around books, authors and readers.

During the 2023 event, which we attended, you could see attendees clamoring to see writers like Alice Oseman, author of the bestselling “Heartstopper” graphic novels.

We heard fans waiting in that line talking about how Oseman’s series featured the first queer characters they’d encountered in a book. Readers came to the festival with friends and family, and made new friends and connections at the event. The passion was palpable.

What ‘counts’ as reading

But does a graphic novel like “Heartstopper” even count as “real” reading?

If the National Endowment for the Arts definitions from the early 2000s are to be believed, then no – unless it’s reading literature for leisure, it must not be “real” reading.

And some millennials and members of Gen Z may believe that the reading they are doing isn’t real reading. But a narrow definition of what counts as reading ignores the love Gen Zers and millennials have for content such as graphic novels, manga and comics.

In our study, 59% said they would prefer a graphic version of a story over text-only. And let’s not forget audiobooks, which 34% of Gen Zers and millennials prefer over text-only. Millennials and members of Gen Z are also reading nonfiction or reading for school and work, rather than pleasure.

In a separate study from 2020, we found that 83% of American readers read books for reasons other than entertainment, such as school, work or self-improvement.

What makes a reader?

More Gen Z and millennial women identify as readers, so there could be gender differences at play: Perhaps young men, no matter how much they read, are hesitant to closely identify with an activity they see as the purview of women.

Socioeconomic status may also factor into whether someone feels they can claim a readerly identity. Gen Zers and millennials who didn’t identify as readers were less likely to have a job in the past 12 months and earned less money.

So it turns out that identifying as a reader is often about community, wealth and gender – and what counts as reading – than it is about how much someone actually reads.

Perhaps there can be an effort to broaden the definition of “reading” – yes, audiobooks and comics count – and to build bookish communities beyond places such as Bookstagram and BookTok. And being a reader can be more than loving classic literature, though certain social media trends, such as “Reading Like Rory” – a BookTok phenomenon centered on the literary classics read by Rory Gilmore of “Gilmore Girls” – amounted to just that.

If young people were to see being a reader as simply enjoying and engaging with stories, how many of them would start to call themselves readers after all?

This article is republished from The Conversation, a nonprofit, independent news organization bringing you facts and trustworthy analysis to help you make sense of our complex world. It was written by: Kathi Inman Berens, Portland State University and Rachel Noorda, Portland State University

Read more:

• Can Bionic Reading make you a speed reader? Not so fast
• Gen Z and millennials have an unlikely love affair with their local libraries
• Literature has long been sounding the alarm about sexual violence in Hollywood

Kathi Inman Berens receives funding from the Delmas Foundation.

Rachel Noorda receives funding from the Delmas Foundation.

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By Shirley D. Easley, M.Ed.

I have always enjoyed reading. As a student, I enjoyed going to the school library and listening to the librarian read books aloud to us. I’d sit on the carpet and imagine I was one of the characters in the books she read. After the librarian read, we had an opportunity to check out and take home books to read for the week. I’d always select the books the librarian read to us.

When I was in the 4th or 5th grade in Cincinnati Public Schools, I remember attending our school book fair. I didn’t have money to buy anything, but I enjoyed wandering around looking at all the book fair had to offer.

The school librarian said, “Shirley, if you could choose any books at the book fair, which books would you choose?” She must have observed me looking sad and wandering around in and out of aisles. I gave her two titles, “Dear Mr. Henshaw” and “The Luckiest Girl,” both written by Beverly Clearly.

She handed me both books, I was grateful and excited! I still have those same books in my home library. Even though I am thankful for this gesture, I wonder what books I would have chosen if there were books that had characters that looked like me. It is no surprise that the books that existed at the school book fair then were mostly geared toward White elementary students and thus was all from which I could choose.

Now many years later I am an elementary public school teacher. I have a variety of diverse children’s literature picture books in my classroom. I made it my mission to make my classroom inviting for all students. As such, I was eager to attend a professional development on diverse children’s literature.

The invitation came a few months ago from one of my former student teachers, who invited me to the early Saturday morning session. During the session one of the attendees, a White woman, asked a question about what she was currently reading with her class. She asked, “Is it okay to still read the book ‘Little Black Sambo’?”

I almost fell to the floor! I was seated in the back of the room and could see everyone’s facial expressions. Up front was an African American woman librarian who responded, “I can’t believe you just said that?! Out of all the books you could read to students you mention ‘Little Black Sambo’?”

I agreed wholeheartedly with this. An awkwardness filled the room and not surprisingly, after that interaction, the facilitator gave us a break. During the break I approached the White female teacher and offered to help her diversify her children’s book selection. I requested that she stop reading the “Little Black Sambo” book to students especially as she teaches kindergarten at an urban public school where she teaches predominately Black and Brown students.

I thought about her comment all weekend long. When I returned to my classroom the following week, I grabbed as many culturally relevant picture books and filled a bag to give to her. No teacher in an urban, suburban or rural public school should ever feel it is okay to read “Little Black Sambo.” Just Google it! You will see what I’m talking about.

Let me provide some historical background regarding the book. “The Story of Little Black Sambo” was written by Helen Bannerman, born in 1863 in Edinburg, Scotland. She married William Bannerman in 1889. She and her family lived in India where her husband practiced medicine.

Helen wrote the book for her daughters, and it was published in London in 1899. And a year later it was published in the U.S. The book was popular during its time and often praised by teachers and librarians. In fact, it was in circulation through the 1960s.

I have read the book myself, and what is problematic are the illustrations. The illustrations portray Black folks unpleasantly. I don’t know anyone that looks like the characters portrayed in the book.

After this experience, I reflected and thought about how many other teachers within my school district and beyond read racially offensive text to students of color. Even some of the curriculum districts select for us to teach students are questionable. If this White teacher has been getting away with reading these racially insensitive picture books to students over the years, then how many other teachers are doing the same

Rather than “mean muggin’” her and rolling my eyes every time I saw her, the best approach was to provide her with resources she could use to appropriately teach her classroom filled with diverse students. After handing her the bag of books, I offered to do a book audit. While this has yet to happen, I’ll continuously give her culturally relevant books for the Black and Brown students in her classroom. I feel compelled to work with her to change the problem into a solution that strives for student academic achievement.

Editor’s Note: The views expressed in this commentary piece do not necessarily the express the opinions of The Cincinnati Herald.

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By Megan Henry

Ohio Capital News

Ohio Gov. Mike DeWine wants to make sure children learn how to read correctly and in a way that’s backed by the science of reading — which is a portion of his proposed budget.

“I truly believe there’s nothing more important than the science of reading, and making sure that every single child in the state of Ohio, as they are learning to read, has the benefit of the science,” DeWine said Thursday morning at a Literacy Matters event, hosted by Ohio Excels.

DeWine’s proposed budget has a $162 million science of reading proposal that includes $64 million for science of reading curricula, $43 million each year for the next two years to offer science of reading instruction for educators, and $12 million to to support 100 literacy coaches in schools and districts.

The science of reading is based on decades of research that shows how the human brain learns to read. However, not every Ohio school district is teaching the science of reading to students.

“Not all reading curriculums are created equal,” DeWine said. “And sadly, many Ohio students do not have access to the most effective ones. We absolutely must change it.”

Forty percent of Ohio’s third-grade students are not proficient in reading and 33% of third graders were not proficient in reading even before COVID-19, DeWine said. 

DeWine signed an executive order Thursday that will recognize schools that are teaching using the science of reading and students are making significant progress in reading. He also wants other state agencies to develop ways to encourage reading. For example, the Ohio Department of Rehabilitation & Correction could take a look at literacy rates in prisons. 

DeWine recently visited two schools Thursday to talk about the science of reading — Lockland Elementary School in Cincinnati and Northridge Elementary School in Dayton. 

As of August, 29 states and the District of Columbia have passed laws or implemented new policies related to evidence-based reading instruction since 2013, according to Education Week.

What’s in the budget proposal?

The budget proposal includes funding professional development and high-quality instruction materials. 

The budget would include stipends for teachers to access professional development, said Stephanie K. Siddens, the Ohio Department of Education’s interim state superintendent of public instruction. There would be $1,200 stipends for teachers in grades K-5, English language teachers in grades 6-12, intervention specialists and instructional coaches. There would also be $400 stipends for middle and high schoolers teachers in other subject areas. 

 “Teachers trained in the science of reading are key to our goal to raise literacy proficiency and it’s critical that every single educator across content areas and grade levels understand language and literacy development,” Siddens said. 

The budget proposal would direct ODE to solicit a list of “approved high-quality instructional materials that are aligned to the science of reading.” 

“When it comes to moving the needle for our kids, it’s not just about who’s teaching, but what they are teaching with and how they are teaching that matters,” Siddens said. 

When talking to reporters, DeWine didn’t explicitly say school districts would get rid of books and instruction materials that don’t align with the science of reading. 

“None of us want our children to have second-rate anything and certainly not second-rate instruction material,” he said. 

Ohio teacher preparation programs

DeWine said he wants to look to at teacher preparation programs in Ohio’s colleges and universities and review the curriculum used by colleges and universities to provide training and literacy instruction. Under the budget proposal, ODE would work with the Ohio Department of Higher Education to make sure teacher preparation programs are aligned with the science of reading teaching methods and courses. 

“Our goal is to understand how teachers are being trained, because that’s the first key,” DeWine said.  “Literacy is their ticket for higher learning, and certainly eventually for employment.”

It’s unclear which Ohio colleges and universities are not instructing their students who want to be teachers using the science of reading. 

“I don’t think we know that,” DeWine said when speaking to reporters. “We have to gather more information.” 

Mississippi turned reading scores around

Carey Wright, the former Mississippi State Superintendent of Education, helped the state go from having the nation’s lowest performing readers to the most improved and shared the lessons she learned at the event. 

In 2013 (when Wright became State Superintendent), Mississippi fourth-graders ranked 49th in the nation for reading proficiency. By 2019, Mississippi has risen to 29th in the nation. 

Mississippi passed laws in 2013 and 2016 that require the state to provide training for teachers in scientifically-based reading instruction and intervention. They also use reading coaches and students with reading difficulties get individual reading plans.

The training included professional development for teachers called Language Essentials for Teachers of Reading and Spelling (LETRS). 

“Once teachers got involved in it, they thought it was some of the best professional development they’ve ever had,” Wright said. “We had teachers coming out in tears saying ‘I failed all the children before me because I didn’t know this.’ And our message was you can’t go back, but you can move forward.”

Mississippi’s laws didn’t ban specific types of teaching methods, Wright said, but instead focused solely on the science of reaching. 

“Three cueing or balanced literacy has had a foothold for a long, long time, but you can’t guess your way into reading,” she said. “You have to be taught explicitly how to read.”

Three-cueing encourages children to read words by asking three questions: Does it make sense? Does it sound right? Does it look right?

For example, there could be a picture of a horse on a book’s page and a student may say “pony.” 

“Comprehension-wise, that child may understand that this was about a horse, but if you put p-o-n-y in front of them, it is not h-o-r-s-e,” Wright said. “You’ve got to know the sounds and symbols and you’ve got to know what they stand for and what they mean and that’s explicit instruction. That’s not something you just learn by looking at the pictures.”

Balanced vs. structured literacy

There are different approaches as to how students learn to read — including balanced literacy and structured literacy. 

Structured literacy is an approach to reading instruction that includes explicit and systematic instruction in foundational reading skills, including phonics.

Balanced literacy is an approach to reading instruction that does not teach phonics in an explicit, systematic way, but prioritizes students’ comprehension of a text.

The science of reading shows most children need explicit phonics when learning how to read. 

“There’s so much research to support (the science of reading),” Wright said. “Why throw something up against the wall and hope that it sticks when you know what works.”

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Contributed

On March 9, the Queen City Book Bank (QCBB)  opened its doors for a community wide book give-a-way. More than 50 people attended and over 5,000 gently used books were distributed to people who stopped down for a variety of purposes. But they all had one thing in common—a love for reading and sharing that love with others. That is what the Queen City Book Bank mission embodies.

CEO of the QCBB Michelle Otten Guenther shared, “The energy in the building was contagious all day. I am thankful we were able to provide books to so many people who are doing great work in our community. From teachers, to parents, to leaders and mentors-each visitor is having an impact on our next generation of learners. I loved hearing guests talk with one another while they searched for books that fit their interests or needs. We are incredibly grateful to be a part of connecting people to books and one another.”

Special guests from the University of Cincinnati (UC) football team joined in the afternoon to lend a helping hand. These athletes are members of the 2nd & 7 Foundation, a literacy program founded by Luke Fickell, Mike Vrabel and Ryan Miller, that encourages second graders to read in classrooms across the country. They provide classes with a visit from a role model and gift each student a new “Hog Mollies” book. The “Hog Mollies” are a special book series created 2nd & 7 Foundation that teach children important lessons about teamwork and character development. In addition to volunteering at the QCBB book give-a-way, the UC athletes took time to sit down with kids at the event to read some of their favorite “Hog Mollies” with them. Thanks to the players who took time from their day to help: Justin Harris, Wilson Huber, Joran James, Evan Prater, Blue Smith, and Josh Whyle.

Josh Weirich, Board Member at the 2^nd & 7 Foundation and friend of the Queen City Book Bank, joined the athletes at their visit and shared, “We were excited to be part of this special day and love what the Queen City Book Bank is doing for our city. Equal access to great books is important in our schools and homes. We are extremely proud of our student athletes at the 2^{nd &} 7 Foundation. They are doing a great job at showing kids how important and cool reading is to reach their goals in life-on and off the field.”

The QCBB had three volunteers who were integral to making the day a success: Karen Reiber, Kim Wilson and Katie Feldmann. Thanks to the many book drives and book donations throughout the year, the QCBB was able to make this give-a-way possible. They look forward to offering a similar day this summer as families and teachers get ready to head to school next fall.

Otten Guenther added, “We do not take our mission lightly. Today is just one way we can ensure that the QCBB is working to create a stronger, connected and more literate Greater Cincinnati. The power of people coming together is astounding and can truly create lasting, positive change.”

Founded in 2021, the Queen City Book Bank is filling a vital resource gap for local K-6 students by providing access, choice and sustained distribution of books to students who would otherwise not have them. QCBB’s simple mission: “10 Books per Year, Every Year” will build home libraries and foster the value of reading at home through book ownership. In addition to book distribution, the QCBB will provide tutoring services and act as a resource hub of information and outreach for parents, educators, community partners and community members.

For more information, visit: www.queencitybookbank.org.

Founded in 1999 by Luke Fickell, Ryan Miller, and Mike Vrabel, 2^nd & 7 promotes reading by providing free books and positive role models to kids in need, while encouraging young athletes of the community to pay it forward. Over the past 22 years, the program has grown to nearly 200 communities in 26 states. www.secondandseven.com

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By Chris Rice

Chris.Rice@CincinnatiLibrary.org

Another Next Generation Library project from the Cincinnati & Hamilton County Public Library is complete. The public is invited to see the new Deer Park Branch during a grand opening at 10 a.m. Friday, Dec. 10, at 4020 E. Galbraith Road.

The new location is easy to find; it’s just a few hundred feet from the old location in the Dillonvale Shopping Center. The former T.J. Maxx store was revamped into a larger library branch with 25,000 square feet of space. The space is now more easily accessible for wheelchairs, walkers and strollers, and it offers two public meeting rooms and seven study rooms. There is a designated quiet area and flexible areas to meet the future needs of the community.

“I can’t wait to welcome you to this lovely new space where we’ll all be able to do more, together,” said Natalie Fields, Deer Park branch manager. “You’ll find many more books, movies and computers, as well as spaces to interact with your neighbors or work quietly on your own or with a small group. The Deer Park staff and I look forward to showing you around.”

Remarks from officials, including the Eva Jane Romaine Coombe Director Paula Brehm-Heeger and Library Board of Trustees President Diane Cunningham Redden, start at 10 a.m. with a ribbon-cutting immediately following. During the grand opening, customers are invited to explore the new spaces, while kids can enjoy a bubble-painting activity. There will be book giveaways, and other goodies being handed out. 

“I’m excited to be opening the brand-new Deer Park Branch, and so pleased we were able to invest approximately $5 million in this community” said Brehm-Heeger. “As a Next Generation Library, there are so many wonderful features and spaces for minds of all kinds. We hope the community enjoys exploring and using them.” 

The Library is committed to contributing to building a brighter future for everyone living in Cincinnati and Hamilton County. As a part of this commitment, the library is undergoing a decade-long process to upgrade all 41 of its facilities. The library’s Facility Master Plan is guiding this multi-year improvement project called Building the Next Generation Library. 

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Sports Editor

Tournament draw Sunday at Lakota West is the best coaches convention one can attend. The legends, the newbies, and those rising Coaching enthusiasts that know no matter what their regular season record is; the tournament is a one-game-at-a-time season.

Seeding’s, who you might play and where you have to play, all become super important as heading up Interstate 71 to the Final Four, is everybody’s goal.

In D1, the question is, “Who can upset Big Moe?” Moeller (20-0) has only had two opponents all year to come within ten. They are the best team and are built for travel up north. None of the teams, in the urban core, are really part of the D1 conversation. It would be good to see Princeton, Mt Healthy, Winton Woods, Western Hills or Walnut Hills win a game or two, but it won’t amount to a Moeller upset.

Good early games at Lakota West:

Mt Healthy vs. Loveland, Saturday, February 23, at 5 p.m. The Owls won their league and are locked and loaded for a run. At 14-6, the Owls face a tough 12-8 Tiger team.

At Hamilton: Walnut Hills vs. Sycamore, Saturday, February 23, at 730 p.m. One of the only early games where neither team has a losing record. Sycamore 10-10, and Walnut 13-7.

At Fairfield: Western Brown vs. Western Hills, Friday, February 22 at 730 p.m.

Never count Mark Mitchell out!

In D2, there appears to be a “can’t wait” Hughes vs. Taft 3 battle on the horizon in a game of gigantic proportions. As competition goes, these teams compete. Coaches in D2 couldn’t even decide which of these two powerhouses was the #1 seed. Hughes won the tiebreaker. Taft, then would be the second seed, Wyoming 3, and Aiken 4. All things go as the regular season went and on Saturday, March 2, in Mason, Aiken will play Wyoming prior to Hughes against Taft. But, winning the early games come first.

Here’s how the top four seeds start at Mason:

Hughes vs. Norwood, Saturday, February 23, at 6: 30 p.m.

Taft vs. Batavia, Friday, February 22, at 7:30 p.m.

Wyoming vs. Summit, Friday 22, at 6 p.m.

Aiken vs. Wilmington, Saturday, February 23, at 3:30 p.m.

In D3, the defending state champion Deer Park Wildcats were seeded #4 behind #3 Reading, #2 Cincinnati Hills Christian Academy, and #1 Purcell Marian.

It appears that Purcell is the team to beat, but don’t count the Wildcats out. This will be a very interesting tournament. Sleeper’s like St Bernard-Elmwood Place and Clark Montessori will make the Western Brown District very competitive. While at Princeton, Purcell should cruise and a Deer Park vs. Seven Hills game should be competitive. The low seed will fuel the Wildcats. This will be exciting.

Mariemont vs. St. Bernard, Saturday, February 23, at 4:30 p.m.

At Princeton: Deer Park vs. winner of Williamsburg and Fayetteville, Tuesday, February 26, at 6 p.m.

At Western Brown: Reading vs. winner of Batavia Clermont Northeastern and Cincinnati Country Day, Tuesday, February 26, at 6 p.m.

At Princeton: Purcell-Marian vs. Riverview East, Friday, February 22, at 7:30 p.m.

In D4, the Gamble Gators got the #3 seed and will be out to show that’s low. Don’t know much about #2 seed Ripley but the #1 seed Cincinnati Christian High School is the real deal. We’re all Gator’s here and they start play at Taylor High School, Saturday, February 23, at 7:30 p.m.

It’s definitely going to be some hot competition over the next month and a half, so stay right here with us and we’ll be your tournament guide.

For complete tournament brackets visit https://ohsaa.org/Sports-Tournaments/Basketball-Boys/Boys-Basketball-2018-19/2019-OHSAA-Boys-Basketball-State-Tournament-Brackets

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