Access | issue 001

access issue 001

Dyslexia: Embracing the Big Picture Learning to Rock The Business of Making Art

“ ...we needed some recalibration.” convinced me that if we didn’t change our service model and our buildings, we risked leaving part of the population behind.

"If it weren't for these damn books, we could actually do something."

It was 1999 when those words dropped from my library director’s mouth, exploding like a silent bomb in the middle of a room full of shell-shocked librarians. I was a much younger, greener youthservices librarian back then, invited to bring a fresh perspective to a meeting of higher-ups who were planning a new library. I know my jaw dropped, and I’m pretty sure I gasped audibly to hear the director utter what I thought at the time was complete blasphemy.

In 1999, people weren’t bent over their phones, constantly online like they are today. Computers were outrageously expensive, and libraries were finding themselves in the nascent phase of becoming the on-ramp for the “Information Superhighway.” Netscape or AltaVista, anyone? #waybackmachine. In 1999, a library’s success and effectiveness had more to do with the number of volumes they held on their shelves than how they were making life better for people. The librarians in that room—me included—were just starting to realize that the services and spaces that we’d built around the printed word for hundreds of years were no longer enough to meet the challenges our communities were facing. If libraries were going to remain relevant, vibrant institutions of learning, we needed some recalibration.

I think about this former, visionary library director’s statement a lot these days, and I understand the frustration he felt. He loved books, no question.

But he felt an urgency to respond to the learning needs of his community, and he knew those needs couldn’t be met by books alone. He taught me that we couldn’t just expect people to come to us; we need to meet them where they are. And he 1

Because when he said, “We could actually DO something,” I know now that he meant creating the meaningful, relevant and timely learning experiences you’ll see in the pages of Access magazine. We are doing exactly what Andrew Carnegie set out to do when he funded more than 2,000 public libraries in the early 1900s—giving the poor and uneducated a chance at success just as he had been afforded.

At some point in our history, between Carnegie and my former library director, I think some public libraries lost their way. They became amenities most patronized by those who needed us the least and irrelevant to those who could benefit from us the most.

As the stories in Access demonstrate, Richland Library is much more than any one resource or program. While we will continue to spend more money on books and media than any other library in South Carolina (and in many cities much larger than ours across the country), we will also be setting new standards for what a public library looks like and what its role is in the community. We know that won’t always make sense to everyone right away.

What our community needs is more opportunities for people to learn, create and share together.

By making our library something that works for anyone who wants to make their life better and by connecting our staff with their amazing skills and passions for service, we are finally putting the library into balance.

Melanie Huggins, Executive Director

events

one book, one communit y

One Book, One Community February 1–28

OneColumbiaSC.com

An Evening with Leonard Pitts Jr.

Deckle Edge Literary Festival

Local Author Showcase

7 p.m., February 23

February 24-26

3-5 p.m., February 26

701 Whaley St., Columbia 29201

DeckleEdgeSC.org

Richland Library Main

An Evening with Elizabeth Strout

Indie Grits Festival

Augusta Baker’s Dozen:

7-9:45 p.m., March 24

indiegrits.com

Richland Library Main

April 20-23

A Celebration of Storytelling April 21-23 RichlandLibrary.com

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contents

13 INTERVIEW

25 The Business of Making Art Marius Valdes

F E AT U R E

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Dyslexia: Embracing the Big Picture

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13 9

Learning Differences Jerry Pinkney

pg. 7 Warning Signs Laura Rogers

pg. 9 Letter Tiles & Activities pg. 11

Learning to Rock: A Librarian’s Stage Dive into Drums and Deliverance Heather Green

C R E AT I V E

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27

On the Line Alvin S. Glenn Detainee

H O W -T O

21 Knit Your Bit

Orphans Michael A. Murray

FUN

29 Date Night Flow Chart

Kelsey Andrus L O C AT I O N P R O F I L E S R E C O M M E N D AT I O N S

23 Missed Connections

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30 Piece By Piece

Richland Library’s Access magazine reflects how we learn, create and share within our vibrant community. Forged on the idea of community collaboration, Access connects you with important issues like early literacy and workforce development—all while boosting your literary prowess and introducing you to our thriving creative community.

Community Contributors

Jerry Pinkney

Marius Valdes

Michael A. Murray

Illustrator

Artist

Poet

Staff Contributors Kelsey Andrus

Main, Studio Services

Ronisha Jones

Main, Technology

Joanna Bixler

Cooper

Andrena King

Debbie Bloom

Main, Local History

Main, Business, Careers & Research

Mary Frances Cely

St. Andrews

Anita McCray

Cooper

Kara Cieri

Main, Marketing & Digital Strategy

Jordan Morris

Main, Studio Services

Laura Rogers

Main, Children’s Room

Heather Green

Cooper

Allison Thiessen

Main, Film and Sound

Emily Johansson

Main, Children’s Room

Ashley Warthen

Main, Studio Services

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From great inventors to Oscar-winning directors to the boy next door, Dyslexia affects one in five people. Caldecott winner, Jerry Pinkney, and mother and educator, Laura Rogers, give us a first-hand look at understanding Dyslexia and how to advocate for ourselves and, more importantly, our children.

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DYSLE XIA EMBRACING THE BIG PICTURE 6

Learning Differences Jerry Pinkney

I began elementary school in the mid 1940’s, graduated from high school in 1957. In all that time, the word Dyslexia was never used nor did anyone try to find out why it was so hard for me to read.

Little was understood about learning disabilities or a child like me that was eager to learn, and was trying his best. I drew great satisfaction from making pictures and was acutely aware of how drawing centered my being, enabling me to focus. This creative activity bolstered my self-esteem. Because my challenges were not recognized or considered, this learning disability was rendered mute.

Young Jerry found ways of hiding my difficulties. I was very good at it. However, I was never a poor student by finding inventive ways to participate in classroom instructions. As a matter of fact, I became an excellent student, graduating from elementary school with honors.

Upon graduating from high school, I was awarded a complete scholarship to the Philadelphia Museum College of Art, now known as The University of the Arts. These accomplishments took

great skills. It took a large amount of energy to navigate each and everyday, wondering when that time would come when I would be called upon to write a note or read out loud. Imagine having to constantly find new ways to slip out of those situations.

I perfected the craft of drawing, and leaned on that talent. Drawing shouldered the weight of my deficiency. I was putting marks on paper to learn and make peace with myself. Howbeit the act of writing a note is still a challenge.

Yet, I love to read, no matter how slowly.

Today, adapting classic stories for children’s books, and writing articles for various publications has become my new creative frontier.

For the young person who is struggling in school, never forget there are many different ways to learn. Be curious. Do not be afraid to try.

Do not be disappointed when making mistakes.

You will discover your own unique way of understanding the things being taught. Learn from mistakes. Everything that happens to you will frame who you are, and who you will become.

Your path to success will follow.

A native of Philadelphia, Pinkney has been illustrating children’s books since 1964. He has illustrated more than 100 titles and earned the Caldecott Medal for his nearly wordless picture book, The Lion & the Mouse in 2010.

Among his many accolades, he has been the recipient of five Caldecott Honor Medals, five Coretta Scott King Awards, four Coretta Scott King Honors, five New York Times Best Illustrated Book awards, and in 2006, the Original Art’s Lifetime Achievement Award from the Society of Illustrators, New York, NY.

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dyslexia

MEET HIM: 6:30 p.m., Friday, April 21 | Richland Library Sandhills

The Lion and the Mouse

Little Red Riding Hood

by Jerry Pinkney

by Jerry Pinkney

John Henry Illustrated by Jerry Pinkney Written by Julius Lester

Mirandy and Brother Wind Illustrated by Jerry Pinkney Writen by Patricia McKissack

The All-I’llEver-Want Christmas Doll Illustrated by Jerry Pinkney Written by Patricia McKissack

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Rogers and her son journey into Middle Earth though a copy of Tolkien’s Two Towers.

Common Dyslexia Signs

Preschool Children

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Talking later than most children

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Difficulty pronouncing words

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Unable to recall the right word

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Difficulty rhyming

(e.g., busgetti/spaghetti)

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Trouble learning the alphabet, days of the week, colors, etc.

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Unable to follow multi-step directions

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Fine-motor skills develop more slowly

dyslexia

Warning Signs Laura Rogers, Richland Library Main

I read to my son even before he was born. As a lover of books and libraries, I eagerly checked out stacks of books and made sure my children were read to every day. We cuddled up to Goodnight Gorilla and took Curious George to waiting rooms and in the car.

I was sure my children would love reading as much as I did.

The International Dyslexia Association defines dyslexia as a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

It came as a surprise to me when my son struggled to learn to read. I was confused when other children knew their colors and could name the letters and their sounds and my son could not. I had done everything right.

Why couldn’t he read?

I quickly learned that dyslexia is the most common reading disability, and is often overlooked in assessing reading challenges. Cutting across ethnic, racial and socioeconomic lines, dyslexia affects one in five people.

That means that twenty percent of our children will need specific types of intervention to learn to read.

Knowing what I know now, I realize there were warning signs that he would struggle with the skills that reading required. At the time, I overlooked it.

After all, children develop at different rates, and he would catch up when he was ready. Right?

Through my personal experience and Orton-Gillingham training, I’ve learned there are early signs that may point to dyslexia, and there are many things we can do as parents and educators to help strengthen phonological development.

Dyslexics are often creative thinkers,

Common Dyslexia Signs

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K-4th Grade Children

Slow to learn connections between letters and sounds

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Difficulty decoding single words

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Difficulty spelling phonetically

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Consistent reading and spelling errors

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Confusing small words

(words in isolation)

(at/to, said/and, does/goes)

excellent problem solvers, and have strengths in other areas. With proper instruction and accommodation, dyslexia can be overcome.

The Reading Studio at Richland Library Main is specifically designed for the 20% of children who have dyslexia. Dedicated to providing resources and assistive technology that aid children in the reading process, we offer monthly programming and special events based on multi-sensory phonics-based learning.

For strategies and resources that help children achieve reading success, parents, teachers and tutors should check out our Recipe for Reading and Teach Your Child to Read programs.

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Reliance on guessing and context

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Difficulty with new vocabulary

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Transposing number sequences and confusing arithmetic signs

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Trouble remembering facts

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Difficulty planning, organizing and managing time, materials and tasks

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The library’s Reading Studio is designed to engage all the learning pathways: seeing, hearing, feeling, and awareness of motion, brought together by the thinking brain.

Activities for Letter Tiles

Do you have an emerging reader?

Try these reading activities with the letter tiles on the following page.

Letter sounds: Review the letter sounds and motor pattern of each letter. It is important for emerging readers to learn the letter sound and shape together (i.e. c makes the /c/ sound as in cat).

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Build Words: Begin with words that follow the Consonant Vowel Consonant (CVC) pattern, such as cat, nap, and fit. Remember, nonsense words are a great way to help students develop phonemic awareness.

Try words such as nam, tam, and lop.

Letter Substitution: Build a simple CVC word, like cat, and practice blending the sounds together. Once the word has been blended successfully, remove one of the letters (such as c ) and replace it with another (such as b). Ask the child to read the word with the new sound (or phoneme). This activity helps develop an awareness of the sound and letter patterns in rhyming words.

dyslexia

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LEARNING TO ROCK: A Librarian’s Stage Dive into Drums, Dreams and Deliverance Heather Green, Richland Library Cooper

At age 36, I learned to play the drums— long after becoming a wife, a librarian, and a mother of two.

When asked why I waited 36 years, I often hesitate before answering. Was it because I thought I was too old, already had plenty of gray hair or because I was a mommy? I’m pretty sure it was all of the above and more.

I wasn’t completely satisfied. I felt restless. Having always been a community mover and shaker, I began to wonder how I could experience more in life.

When a friend asked if I had any interest in working with a summer rock camp for girls, I jumped on it.

I knew it would be a fun opportunity, but I had no idea of the personal impact it would have on my life.

Beginnings Girls Rock Columbia (GRC) is a music and mentoring program for girls and transgender nonconforming youth, ages 8-17. Part of the nationwide Girls Rock Camp Alliance, GRC values diversity, builds self-esteem, and empowers campers through music education and social justice workshops.

In 2013, our first GRC camp had 17 campers, a dozen or so full-time volunteers, and nine workshops ranging from songwriting to self-defense. Even though we were just beginning to take shape as an organization, we already knew we were making a difference in lives—including our own.

While we set out to lead by example, we figured out pretty quickly that it was the campers who were teaching us. The first time I saw an 8-year-old camper banging it out on the drums with no hesitation, no obvious fear, I knew that if she could do it, I needed to as well.

So at age 36, I became a drummer.

So What is Camp Really Like?

One obvious part of camp is learning to play an instrument and learning to play together in a band. Campers are assigned an instrument (electric guitar, bass, keyboard, or drums), and arranged in bands by age group.

GRC uses music education as a starting point to draw attention to social justice issues, body positivity, and activism.

At the same time, campers are learning how to interact within a group; deal with conflict resolution; and compro-

mise. Each band comes up with a band name, designs a logo, writes and performs a song at the end of the week in front of a crowd of hundreds of friends and family.

Although each band is assigned at least one camp counselor and band coach, the campers are doing the work—writing the songs, learning the melody, and working together to create an experience.

Beyond Instruments Society teaches us that girls are not supposed to be loud, bossy, opinionated or leaders. However, camp teaches us that our voices are our most powerful instruments, and that we can use them to further social change.

Both volunteers and campers find their voices through unique programming— combining music education and performance with social justice workshops, collaboration and self-expression.

GRC offers a variety of workshops from gender inclusion, gender stereotypes, body image, photography, self-defense, songwriting, screen-printing, zine making, intersectionality and Herstory: Women in Music.

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As we are learning, creating, and sharing, we are also instilling that we are valuable and worth defending. Campers walk away from camp knowing that they are valuable members of society and feeling empowered to use their voices—especially to help those who cannot speak themselves.

Camp Growth and Additions Over the last four years, GRC has grown to more than 70 campers, added 40 workshops, a Board of Directors, and six interns from USC’s school of Social Work and Women’s and Gender Studies.

In 2016, my personal passion and professional life came into harmony when Richland Library offered to bring the library to camp—providing resources focused on music, strong female protagonists and leaders, feminism, and more. Each camper also received a free book and library card.

As camp has continued to grow, we have also added two new adult programs—an Adult Volunteer Showcase and most recently, Let’s Rock Camp. Both of these camps center on our volunteers, allowing us to experience what our GRC campers do including learning how to play instruments, writing original songs and creating meaningful relationships.

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But camp does not just survive in a bubble.

Volunteers carry camp takeaways out into the world and use our power and voices to push for positive social change. You will see us at many events such as I Believe Anita Hill and SC Pride.

Back to the Beginning Friends and colleagues ask how I have the time to devote to GRC and my answer is always the same.

Girls Rock Columbia saved me and taught me so much more than I could have imagined.

It took one week at GRC to make me realize where I needed to focus my attention—how to find my own voice. I’ve been volunteering ever since, and am currently a Board Member and Camp Organizer.

I simply cannot imagine my life without this wonderful organization of volunteers and campers who teach me about life, love and most importantly, getting out of my comfort zone and doing something creative and meaningful. I still have days, like any other mother or professional, where I wonder if I am making an impact in our world. However, Girls Rock Columbia reminds me that little positive nudges make huge positive changes in our community.

learning to rock

Books that Rock Rad American Women A-Z

by Kate Schatz

Keep Climbing, Girls

by Beah E. Richards

Hello Ruby: Adventures In Coding

by Linda Liukas

The Riot Grrrl Collection edited, with an introduction

by Lisa Darms

You Don’t Have to Like Me

Essays on Growing Up, Speaking Out, and Finding Feminism

by Alida Nugent

Supergirl Mixtapes

by Meagan Brothers

Fat Kid Rules the World

by K.L. Going

Girls Rock! Fifty Years Of Women Making Music

by Mina Julia Carson

We Were Feminists Once From Riot Grrrl To Cover Girl, The Buying and Selling of a Political Movement

by Andi Zeisler

Feeling empowered?

Join us at GirlsRockColumbia.org.

Sister Outsider: Essays And Speeches

by Audre Lorde

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On the Line Letter from an Alvin S. Glenn Detention Center Detainee

Some say jail is a thief of time. That the days are endured. That they are survived. That the only significance of today’s date is that it’s one less day towards a release when life begins again.

I was one of those people. My only goal was to sleep as many hours a day as possible in an effort to escape the horrific experiences that being incarcerated entails. What a fool I was.

Through loving strangers like Jessica, Lisa, Zandarr, and the rest of the Lifeskills 101 volunteers, it was slowly revealed to me through the course of several weeks that I was inadvertently wishing my life away. It was an effort to repress memories. To dull the senses. To shut down the mind. I was on a collision course with a spiritual sickness that would destroy me if it weren’t for a divine intervention.

For reasons I can’t explain, I was called out of my cell one morning unexpectedly. I was then led to a small classroom where I truly met my guardian angel.

This may sound a little grandiose, but what else could you label the person that pulled me out of a drowning state of despair. The very first day Jessica taught me I had been traveling in the complete opposite direction to cope with my situation in a healthy manner. Mindfulness was the word of the day.

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Detainees explore mindfulness during a December 2016 class.

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on the line

“

But something miraculously happened during those much too short classes. Something I can’t explain. Something that was more than a little retention of information.

As she passed out the syllabus with a heading from “The Richland Library,” I began by reading the preamble. The first sentence set me aback:

”

As the classes progressed I struggled to maintain an open mind. At the beginning of each class she had the audacity to ask me for a check in number that was to represent how I felt in the range of one to ten. How I wanted to scream “Hey, I’m in hell! A zero is a value too high!” But something miraculously happened during those much too short classes. Something I can’t explain. Something that was more than a little retention of information. By the end of each session my check out number relentlessly rose despite the bitterness I felt in my heart.

“This series of classes over a five week period is intended to provide a foundation for self-sufficiency, enabling students to gain skills and confidence in envisioning and creating goals for the future.”

I dare her! She is like the multitude of others that believe I am a criminal due to a lack of basic education. If only I were able to balance a budget, do some meditation, set a few goals and exercise, then I could be the successful parent, husband, and citizen that I longed to be. I am only a statistic, a burden on the taxpayer.

Don’t get me wrong, the information presented was incredible, but it was the compassionate, loving, understanding, and patience of the instructors that caused that number to climb. There is no doubt in my mind that the impact of this brief program has not only changed my life, but also the lives of my four beautiful children.

One day my learning experience in jail will be over and the light that has been embedded in me from these past five weeks will shine on them breaking a chain that will hopefully protect them from a personal jail experience of their own. I’m mindful that although growing pains have the ability to be very painful, they are a necessary part of the journey to true enlightenment and wisdom. Whoever is a part of that process, whether they be a student, a teacher, or merely a supporter, they will be touched in a way that can only be felt, not described.

Some say that jail is a thief of time. I say it’s my salvation.

Since January 2016, Richland Library has partnered with the Alvin S. Glenn Detention Center to provide a series of classes to male detainees that focus on life skills (both practical and personal) needed to create a mindset and real-world plan that will lead away from incarceration.

Based on its success, the program recently expanded to the Department of Juvenile Justice and the female detainees at Alvin S. Glenn. This program is made possible thanks to a Library Services Technology Act grant through the S.C. State Library.

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ABBREVIATIONS K = knit P = purl

Sl = slip stich

St st = stockinette stitch (knit all stiches in the round)

SSK = slip, slip, knit

RM = remove marker

CO = cast on

PM = place marker

P2tog = purl two together

WS = wrong side

K2tog = knit two together

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M1 = Make 1

RS = right side

Knit Your Bit

Show your colors and get cozy with this World War II inspired sock pattern.

Pin the pattern and find out more about the impact of knitting on America during World War II at RichlandLibrary.com/KnitYourBit.

Adapted by Kelsey Andrus, Richland Library Main

DIRECTIONS Cuff: CO 60 (68, 76) across 3 needles.

Join in the round being careful not to twist. PM at beginning of cuff.

Work 1-2” in K2, P2 ribbing.

Change to St st (knitting all stitches) and work until sock measures 6” from cuff or desired length.

Heel Flap: RM, K first 30 (34, 38) stitches.

Turn work (from this point you will be working back and forth across the heel flap).

Row 1 (WS): Sl1, P29 (33, 37) Row 2 (RS): *Sl1, K1; repeat from * across needle.

Repeat last two rows until 23 (25, 29) rows have been completed, ending with a WS row.

Heel Turn: Row 1: Sl1, K16 (18, 20), SSK, K1, turn work Row 2: Sl1, P5 , P2tog, P1, turn Row 3: Sl1, K6, SSK, K1, turn Row 4: Sl1, P7, P2tog, P1, turn Row 5: Sl1, K8, SSK, K1, turn Row 6: Sl1, P9, P2tog, P1, turn Row 7: Sl1, K10, SSK, K1, turn Row 8: Sl1, P11, P2tog, P1, turn Row 9: Sl1, K12, SSK, K1, turn Row 10: Sl1, P13, P2tog, P1, turn Row 11: Sl1, K14, SSK, K1, turn Row 12: Sl1, P15, P2tog, P1, turn

For Medium and Large sizes only:

Foot:

Row 13: Sl1, K16, SSK, K1 turn Row 14: Sl1, P17, P2tog, P1 turn

PM at beginning of instep needle (top of foot). Work in St st until sock measures 1.5 (2, 2.5) inches less than

Large Size only: Row 15: Sl1, K18, SSK, K1 turn Row 16: Sl1, P19, P2tog turn

foot length from the back of the heel.

Toe:

Next Row (all sizes): Sl1, k across ( 18 (20, 22) st remaining)

Start round at the beginning of instep needle

Gusset:

Round 1: K1, SSK, K to the last 3 sts on needle, K2tog, K1. K1, SSK, k all sts on second needle.

K until the last 3 sts on last needle, K2tog, K1.

Pick up and K 12 (13, 15) stitches along the side of the heel flap, M1 in loop between heel flap and instep needles, work St st across two instep needles (at this point slip them together onto one single needle), M1 in loop between instep and heel flap, pick up and K 12 (13, 15) stitches along the side of the heel flap. Divide heel stitches evenly between the two gusset needles.

Round 1: K to the last 3 stitches on first needle, SSK, K1. K all stitches across instep needle. K1, K2tog, K to the end of the last needle.

Round 2: K all Repeat last two rows until there are 60 (68, 76) stitches remaining.

Round 2: K all sts.

Repeat last two rounds until there are 16 sts remaining, RM. Graft toe together with Kitchener stitch.

Try on your new sock, and repeat process to make a pair!

Pattern adapted from Men’s Knitted Sock pattern in Modern Priscilla Magazine.

BASIC SOCKS

MATERIALS

Sizes shown are S (M, L) measuring 8.25” (8.75”, 9.5”) in circumference.

* 2 (3,3) 50g balls of sock yarn * 5 double point needles, Size #2 * Stitch marker * Tapestry needle (to graft toe) 22

Missed Connections Favorites from our collection that you didn’t know you were looking for.

Grant Park*

Leonard Pitts, Jr. (2015) “A novel as significant as it is engrossing.”

– Booklist Selected by: Ronisha Jones, Main

*2017 One Book, One Community Selection

It Ended Badly: Thirteen of The Worst Breakups in History Jennifer Wright (2015)

“Delightful . . . funny, irreverent . . .

The book teaches even as it entertains, and applies modern psychology to the behavior of its subjects, providing both amusements and consolation to people likely in need of both.” ―Publishers Weekly Selected by: Joanna Bixler, Cooper

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The Moviegoer

Walker Percy (1998) “Clothed in originality, intelligence, and a fierce regard for man’s fate . . .

Percy has a rare talent for making his people look and sound as though they were being seen and heard for the first time by anyone.”

–Time Selected by: Anita McCray, Cooper

The Lies of Locke Lamora Scott Lynch (2007)

“Fresh, original, and engrossing . . . gorgeously realized.”

—George R. R. Martin Selected by: Mary Frances Cely, St. Andrews

The Awakening of Miss Prim: A Novel

Natalia Sanmartin Fenollera (2014)

An Untamed State Roxane Gay (2014)

“An exquisitely delicate, distinctive and inspiring story that will leave your heart undone, open to the beauty of the little things in life.”

—Elle (Spain)

“[A] commanding début . . .

Mireille’s struggle to maintain a sense of self while being denied her freedom produces the novel’s most powerful chapters.”

—New Yorker

Selected by: Joanna Bixler, Cooper

Selected by: Ronisha Jones, Main

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The Business of Making Art USC Professor and Artist-in-Residence Marius Valdes Turns Passion into Profit How did you get your name out into the Midland’s community, and how are you still promoting yourself?

Watch full interview at RichlandLibrary.com/ Valdes

Once I got tenure [at USC], I kind of felt like no one here in Columbia knew who I was.

So I just started to look for shows—wherever people would have me. The first person to reach out to me was a place called K.D.'s Treehouse, which was a toy store on Devine Street, and I started hanging work up there. Then Crafty Feast started and I went to that and that kind of started, getting the buzz out a little bit. Since then I’ve just taken advantage of whenever someone wants me to do a show or show something—if I can, I will.

Speaking of tenure, how do you balance being a full-time professor, artist-in-residence and doing your own thing?

I always tell my students that deadlines are the best thing for pushing yourself creatively.

When you have a deadline, you get to a point when you can no longer overthink something, and you don’t just spin your wheels constantly thinking that you can do it better. It just is what it is at that point, and you have to accept that and realize whatever you make in that time is kind of your natural thing.

How important are sites like Etsy for artists? What’s your best online sales tip?

With Etsy, what I’ve found is you can put your work up there, it looks professional, it’s a way someone can pay with a credit card, and they get e-mails. It’s just a more professional way of selling your work. The main thing that I’ve learned in selling through Etsy is you want to photograph your work as well as you can.

You want to stage it. You’re showing people how your work could exist in their life.

Have you used any community resources to figure out the best way to market your business?

The one book that I really love, that’s pretty new, is a book called Art, Inc. by Lisa Congdon. It’s a very comprehensive look at how to do exactly these kinds of things we’re talking about.

What kind of advice would you give someone who wants to change careers and become an artist?

You need to have a game plan.

While it sounds very artistic and romantic to say, “Just quit your job and jump into it,” I would say having a steady income is important. In my situation, being a professor is my main thing.

What that gives me is freedom.

It give me freedom to say “no” to things. It gives me freedom to try things out without the failure of it not working out. So, if you’re a lawyer, and you decide to quit your practice to become

an artist, that’s fine, but maybe transition into it and have a one year, three year, and five year plan. Save money and think about budgeting what you’re going to need. That includes time, space, supplies, and living expenses. The more financial assets you have, the more freedom you have... otherwise, it can turn into a job really quickly.

If you weren’t an artist, what would you be doing?

I would be an eccentric billionaire living on a yacht somewhere with crystal clear blue water, and at night I would put on a costume and fight crime.

Hollywood or Broadway?

Hollywood

TP: Over or Under?

Over

Marvel or DC?

Marvel

Favorite Children’s Book?

Any of William Steig’s books Mountains or Beach?

Beach

Winter or Summer?

Summer

Beatles or Stones?

Beatles

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ORPHANS

African American Woman in Cabin Yard (1899)

Columbia, SC

Submitted by Emma Bliss to Richland Library’s Midlands Memories Digital Collection.

Michael A. Murray

Hot headed children, walking chocolate raisins smoldering in sunshine bragging about the grind & how long it took to get what glazed hands don’t even own, the humidity steaming from the heals of police boots hot enough to burn the black off any Jigaboo grin, I smell Death’s tossed litter in summer’s streets.

When we arrived, it was on dragged ankles and shackled wrists, the balls of hungry hands too shattered to roll a pen, bluish brown foreheads too battered to think of a letter to write.

That was long ago, but not so long that those stretched arms we were snatched from have tired. Seasoned biceps wrinkled with worn muscle, elderly elbows white with sand & experience, the skin continues to strain, pulling for what’s always belonged to her. Those arms remain stretched.

Shadows slowly fading, abandoning their distracted masters in favor of corporate expansions, the block will remain hot if trigger fingers don’t find a productive way to be bored. And now, in our neediness and unseen sadness, she is no more valuable to us than an unsaved number, a napkin grabbed for gum disposal, or a mortal memory, dead on arrival.

Africa never forgot about her orphans, but I fear we have long forgotten her.

Michael A. Murray is a co-founder of The Prologue Writing Group, an authors’ guild, initiated at Richland Library Main.

His work has been featured in Al Black’s Mind Gravy poetry show and Carolina Panorama. Murray has hosted several events throughout Columbia, including various writing workshops and the Our Words­—Our Way! literary arts expo. His first poetry book, Wild Cards, is now available. He hopes to release another literary project in 2017.

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Piece by Piece

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Building Your Sandhills Library

1

Spartanburg-based Milliken and Company created this one-of-a-kind scavenger hunt-like carpet just for Sandhills.

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Bright fabric runs throughout the dedicated children’s area, story room and tinkering space.

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The ceiling’s (literally) the limit in the 250 seat auditorium.

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Two courtyards covered in bonded mulch are sure to put a little spring in your step.

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Local artist Kirkland Smith is creating found art using objects like this sprinkler valve cover to punch up the fun factor.

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Curl up in a comfy chair or spread out on one of the new tables in the Reading Room.

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Metallic blue ceilings propel you through all 30,000 square-feet of the multi-story library.

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It’s in the details. Table accent colors lead customers to three times more computers, special kids’ areas and makerspaces.

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