Tuesday, January 30, 2018

Book Blogs 1 - 8 (LSSL 5385)

Turtles All the Way Down

NYT Bestseller List (10/29/2017 - present)

by John Green
Image result for turtles all the way down
Green, J. (2017). Turtles all the way down. New York: Dutton Books.

Being sixteen carries its own set of challenges. When you add to it the death of a father and a personal struggle with OCD, it becomes nearly unbearable. Aza's spiraling thoughts seem to control her life. At times, she is not even sure if she is real or fiction. When the local millionaire, Russell Pickett, disappears without a trace, Aza and her best friend, Daisy, go on a quest to solve the mystery with hopes of receiving a $100,000 reward. In the process, Aza reunites with a past friend from grievance camp, who happens to be Russell's eldest son, Davis, and a blossoming romance ignites. After Aza and Daisy ultimately solve the mystery, Davis and his brother are left fatherless and decide to start a new life in Colorado.

As the mother of a child with Obsessive Compulsive Disorder, this book gave me a glimpse into my daughter's internal world. Although I don't recall an actual label of OCD ever being assigned to Aza within this realistic fiction young adult novel, it was clear that this was what she was struggling with. We live in a world where people throw around the term OCD when referring to a tendency to keep things extremely neat and orderly. This book gives a realistic look at what OCD actually is through the eyes of a youthful protagonist who experiences gradual change as she begins to understand and accept her personal limitations and the affects of OCD on her life. This was refreshing, due to the assumptions that people make about this disorder and how people who have it are often misunderstood. As seen with Aza, it affects every aspect of one's life: from personal relationships to health. John Green's understanding of this comes from his personal experience with OCD and was evident in his writing. Due to some strong language and a sexual picture sent to Daisy in response to her fanfiction writing, none of which were really necessary in this novel, I would only recommend this book for a mature high school audience. This is a shame since, in my opinion, the book would be beneficial for young adults beginning at about age 13 to understand mental struggles without having to experience them personally.


Author, John Green's website: http://www.johngreenbooks.com/

An interview with John Green: http://time.com/4976944/john-green-turtles-all-the-way-down-mental-illness/

Learn more about OCD from the International OCD Foundation: https://iocdf.org/about-ocd/

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All American Boys

Quick Picks for Reluctant Young Adult Readers Top Ten (2017)

by Jason Reynolds and Brendan Kiely
Image result for all american boys
Reynolds, J., & Kiely, B. (2015). All American boys. New York: Atheneum Books for Young Readers.

Rashad is an ROTC member, but he’d much rather don oversized jeans, a t-shirt, and tennis shoes and head to a party with his best friends...like he does every Friday after ditching his stiff uniform. On one particular Friday, he stops to grab some chips at Jerry’s corner store before meeting his friends, but a police officer (falsely) accuses him of stealing and Rashad lands in the hospital with broken bones and internal bleeding. When a video of the event finds its way into the hands of the media, students take sides. Some claim that Officer Paul Galluzzo was just doing his job and others proclaim racially motivated police brutality. Quinn, who has strong ties to the Galluzzo family, was an eyewitness and is torn on what to do. As racial tension ripples out into the community and beyond, a peaceful protest results, in which both Rashad and Quinn participate, beginning a breakdown of racial barriers and uniting hearts.

This book really made me think, not only about racial prejudice and police brutality, but also about family relationships, assumptions, and what drives people to make certain decisions. The numerous conflicts within this novel make it a fantastic catalyst for classroom discussions and appealing to junior high and high school students. Alternating chapters are written from different characters' points-of-view: Rashad, the attacked, and Quinn, the witness. It wasn’t until about halfway through the book that the skin color of each was stated. This was very effective in revealing my own assumptions about the characters before knowing them. The book delves into the internal struggle that Quinn experiences in trying to determine if his loyalties to Paul are greater than his sense of right and wrong as he moves from Kohlberg's conventional stage to the post-conventional moral stage of development by the end of the book. Rashad also deals with inward challenges, as he struggles between the pressures his father has always put on him and what he finds out about his father’s own experience as a police officer. This book could certainly be used to examine the assumptions and prejudices that students may unknowingly have. It would also be great for discussions related to loyalties, right and wrong, racial and other prejudices, and even in comparing segregation from the past to that in today’s world.

Book trailer: 

Authors, Reynolds and Kiely, answer questions from readers: 

Another novel exploring racial tension and police brutality: 
Image result for the hate u give
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Looking for Alaska

Michael L. Printz Award Book (2006)

by John Green
Image result for looking for alaska
Green, J. (2005). Looking for Alaska. New York: Speak.

Miles Halter lacks friends, but that is not why he wants to leave Florida to attend Culver Creek, a boarding school in Alabama. Instead, he desires to seek a “Great Perhaps” while he is still living. His life at boarding school is full of adventure and new experiences including smoking, drinking, sex, pranks, and a unique group of friends, including the alluring Alaska Young. When Alaska dies in a tragic car accident, Miles and the Colonel wrestle with guilt and try to figure out what actually happened on that dreadful night, but come up empty. While writing his final essay for religion class at the end of the school year, Miles finally finds the ability to move on as he realizes that forgiveness is what allows you to survive in the labyrinth of suffering.

This young adult novel is written from Miles' point-of-view, presenting his interpretation of his development as well as how he perceives that of his friends. It brought tears to my eyes as I read about the death of Alaska’s mom and then her own. It surprised me when the Before and After sections ended up being linked to Alaska’s death, as I expected the turning point “event” to be Miles and Alaska having intercourse. It also shocked me when Lara and Miles had oral sex and it was explicitly described. However, all of these things combined together truly set the scene and contribute to the development of the characters, as well as the story-line. With these mature topics, I’d reserve this book for older teens. However, the topics this book broaches (religion, death, loss, forgiveness, depression, parent/child responsibility for one another, friendship) are definitely worth exploring with them. Depending on the reader, it will provide an autobiographic or vicarious reading experience. In addition, philosophical speculation will definitely occur as topics are raised during religion class for exploration.

Author, John Green, on the banning of this book: 

Book trailer: 

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Eleanor & Park

Michael L. Printz Award Book (2014)

by Rainbow Rowell
Image result for eleanor and park
Rowell, R. (2013). Eleanor & Park. New York: St. Martin’s Griffin.

Eleanor, a heavy-set, awkward red-head from an abusive home, and Park, a half-Korean comic book lover, end up sitting together on the school bus one day. Over time, a friendship develops through the silent sharing of comic books and music. Later, first love ignites and the two become deeply connected. When Eleanor discovers that her alcoholic stepfather has been writing obscene messages on her school books, she knows that she cannot go back home without risking her safety. Park, supported by his parents, demonstrates his love by driving her to her uncle’s house in Minnesota. After six months of writing letters to her with no response, Park receives a postcard in the mail containing three life-giving words.

This was a very sweet love story. It brought back memories of my own first love, including the sweaty palms, fast-beating heart, consumed thoughts, and enhanced sensory awareness from when we first held hands. For me, it was a realistic fiction novel since I was a teen in the 80's. However, for current young adults, it will likely be perceived as historical fiction with accurate historical facts as demonstrated often through Park's music and reading selections. I loved how the main characters were different than those in most teen love stories; they were not the popular kids or people who were trying to become known. They were much more like the majority of us and readers will likely identify with them. : ) Rowell realistically presents two very different family lives and the struggles that Eleanor and Park have within their own. I found Richie repulsive and desperately wanted to help Eleanor, her siblings, and her mom get out of the terrible situation they were in. You never really know what goes on behind closed doors in other people’s families. This book gives high school and mature junior high readers a glimpse into other households without having to experience it themselves. In addition, it communicates permission to seek help for those who find themselves in an abusive household.

Books by Rainbow Rowell:

Author's website: http://www.rainbowrowell.com/

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Mighty Jack

Great Graphic Novels for Teens Top Ten (2017)

by Ben Hatke
Image result for mighty jack
Hatke, B. (2016). Mighty Jack. New York: First Second.

It is finally summertime. Jack wants to sleep in, but his single mom works two jobs to try to make ends meet, so he must take care of his autistic sister, Maddy, instead. During a family outing to the flea market, Jack trades the family car for a box of seeds when normally-silent Maddy expresses an interest. Back home, Jack works with her to till the ground and plant the seeds. They are both surprised when the plants come alive and begin to attack! As they investigate the magical garden with their neighbor, Lilly, Maddy begins to blossom and grow close to Jack, a spark ignites between Lilly and Jack, and Jack becomes mighty!

Although the basic story-line is the same, Mighty Jack takes an entirely new twist on the classic Jack and the Beanstalk tale by modernizing it, adding a touch of sci-fi along with a superhero vibe, and throwing in additional characters. Jack is still a boy from a poor home who foolishly trades his family’s possession for seeds, and he still faces a giant. I’d like to read Book 2 to find out if a fortune results at the end of the story for Jack as it does in the original. This graphic novel’s spin contains additional characters, and each of them have a different approach to the seeds and dangerous garden in which readers will be able to relate. Maddy, though usually silent and anxious, approaches them with curiosity and uncharacteristic boldness. Jack is fearful of them, but bravery comes out because he is driven to protect his family. Lilly looks at them in an investigative way stating, “Just because something’s dangerous doesn’t make it evil.” True, but that doesn’t mean you should knowingly involve yourself with danger, in my opinion. Statements like Lilly’s and the family bonds in this book would make for great discussions with middle, junior high, and high school students. In addition, the graphic novel format makes it appealing to modern youth with detailed illustrations, especially of the garden and dragon, complementing the text.


Author, Ben Hatke’s blog: http://www.benhatke.com/

Book trailer:


The sequel:
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The Absolutely True Diary of a Part-Time Indian

Required Young Adult Novel

by Sherman Alexie
Image result for the absolutely true diary of a part-time indian
Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York: Little, Brown and Company. 

Arnold Spirit Junior lives on the Spokane Indian Reservation. Because he was born with hydrocephalus, he looks strange, has a lisp, and stutters. On the rez, these things make him a target for bullying and cause him to be beat up frequently, not only by kids, but also by 30-year-old adult men. His only solace is his family and his best friend, Rowdy, who happens to be tough and full of anger. When Mr. P, Junior’s teacher at Wellpinit High School, encourages him to leave the reservation so that he does not become trapped and fall into the depressed, drunken cycle that the other Indians have, he takes the leap and transfers to Reardan High School, a rich, white school twenty-two miles from the rez. Although it’s very difficult for him at first, when he punches the school giant in the face for making a racist joke, he surprisingly gains respect. Unfortunately though, by leaving the rez to attend Reardan, he loses the respect of his tribe and the friendship of Rowdy. Thankfully, his family remains loyal and supportive of him. A series of events including a basketball game and the death of three people he loves reunite him with his tribe and, most importantly, with Rowdy. 

This book appears on ALA’s Frequently Challenged Young Adult Book List from schools, probably because of its inclusion of sexual references and terms. I am a very conservative person and tend to shy away from these things with younger adults. However, I’ve noticed as an adult when I reread books or rewatch movies that I first viewed as a teen, there are mature situations within them that I did not tune into when I was a young adult. With this book, I think we must be careful not to lose sight of the forest for the trees...and the forest in this novel is worth seeing. There are so many rich, positive lessons in this book; it really should not be passed up. In fact, I began marking thoughts that I wanted to remember when I was a little over halfway through the book so that I could go back and recall the important lessons later. However, by the end of the book, I felt like I had every other page marked (pg. 153, 157, 176, 180, 186, 188, 189…). Seriously, it is just that rich. In addition, it is hilarious. Alexie’s writing style is very enjoyable, Junior’s comic sketches are awesome, and there are laugh-out-loud moments, as well as shed-a-tear passages. It will definitely provide an aesthetic experience and can be read for fun, but will also develop empathy in the reader. Personally, it was extremely interesting to me to read about the reality of an Indian reservation, too. I lived in South Dakota, home of numerous reservations, for a few years as a child. In addition, I participated in the Minority Mentorship Project during college, which was led by a Native American woman who was raised on a reservation and, therefore, had a heart for helping students who were poor. Each person in MMP was paired up with an “at risk” local elementary school student whose family had limited financial resources. We mentored our student for multiple years and, hopefully, made a difference in their life, much as Mr. P did in Junior’s. 

Learn about the Spokane Tribe of Indians: http://www.spokanetribe.com/ 

Author, Sherman Alexie’s website: http://fallsapart.com/ 

Sherman talks about the book: https://www.c-span.org/video/?202083-3/the-absolutely-true-diary-part-time-indian

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Speak

Required Young Adult Novel

by Laurie Halse Anderson

Image result for speak laurie halse anderson
Anderson, L. H. (1999). Speak. New York: Farrar Straus Giroux.

Melinda and her best friend, Rachel, attend an end-of-summer party before beginning their freshman year at Merryweather High hoping that it will propel them into popularity. But, it has the opposite effect on Melinda after she calls the cops and they break up the party. Now her friends, including Rachel, ignore her, and everyone else glares at her in the school halls. What they don’t understand is that something terrible happened at the party. Melinda was raped. Unfortunately, instead of telling the police, she flees the party in fear. Now, she can’t bring herself to speak about it to anyone. When her perpetrator traps her in an abandoned janitor’s closet and attempts to have his way with her again, she breaks her silence. It is only then that she can begin to heal.

This National Book Award finalist offers numerous topics of discussion with students including friendship, cliques, loyalty, depression, mentors, art therapy, family relationships, mutism, alcohol use, parties, healing, and rape. Although the description of the forced sexual assault is not graphic, the topic is a mature one. So, this realistic fiction book is most appropriate for a Young Adult audience (13 - 18 yrs). The opening pages of Anderson’s novel reminded me of Divergent because both mentioned factions. The story is told from Melinda’s point of view. Her sarcasm is sad, but hilarious, and her thoughts run very deep, often revealing much more about her than would appear at surface level. I have a number of favorite quotes from this book. “Instead of multicultural, we have no-cultural” (pg 69). I thought this was clever of Melinda to observe and say. “Maybe I’ll be an artist if I grow up” (pg 78). Notice she said “if,” not “when,” which reveals the level of pain she is going through and that she is not sure if she can survive it. “The whole point of not talking about it, of silencing the memory, is to make it go away. It won’t” (pg 82). SO deep and revealing and sad. “He’s not chopping it down. He’s saving it. Those branches were long dead from disease. All plants are like that. By cutting off the damage, you make it possible for the tree to grow again” (pg 187). Revelation! A way to survive and enter back into the land of the living, as well as bring closure to the tree metaphor displayed throughout the novel. Although this was an emotion-packed read, I shed only one tear. I could not prevent it from slipping out as I read the last page.


Book trailer:


Movie trailer:

Watch Laurie Halse Anderson read a response poem called Listen in which only 2 stanzas are written by her. All of the other words are taken from letters she received from readers of Speak:
Go to the RAINN website (Rape, Abuse & Incest National Network) for information about the National Sexual Assault Telephone Hotline: https://www.rainn.org/about-national-sexual-assault-telephone-hotline

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Lily and Dunkin

Required Young Adult Novel

by Donna Gephart

Image result for lily and dunkin
Gephart, D. (2016). Lily and Dunkin. New York: Delacorte Press.

Tim McGrother wants to be called Lily Jo and start taking hormone blockers because he identifies as a girl. His best friend, Dare, fully supports him, as do his mother and sister, Sarah. However, his dad is definitely not on board and forbids him to leave the house wearing girl's clothes or makeup. When Tim’s psychologist speaks to his dad alone, though, his attitude suddenly changes. In the meantime, Norbert Dorfman (nicknamed Dunkin by Tim), who just moved to town from New Jersey, is dealing with his own struggles. He’s wrestling with trying to fit in, making friends, learning to play basketball, and deciding whether to keep taking his bipolar medications. Everything comes to a head during a basketball game after he stops taking his medications. A mental hospital helps him to get back on track and to deal with the truth about his father.

In the Author’s Note at the end of this realistic fiction novel, Donna Gephart shares that her desire to write a story about the transgender experience was sparked after viewing a film called I Am a Girl! during Lunafest and that she wanted to write about the bipolar experience after walking through it with her own son. I admire her desire to help others experience empathy and to walk in the shoes of transgender and bipolar youth vicariously by writing this book. However, I think the ending of the story was a bit deus ex machina. It was somewhat implausible for Lily’s father to show up at the dance in an “I love my DAUGHTER!” t-shirt, Vasquez to stop bullying Tim, Dare to reveal that she is a lesbian, and Norbert to go to the dance after being picked up from the mental health hospital, then easily proceed to ask Lily to dance. Nonetheless, there are positive themes in this book worth discovering such as: Children need the unconditional love of their parents; Living to make other people happy is hard; and, A true friend sticks by you when no one else will.


Author, Donna Gephart’s website: http://www.donnagephart.com/

Link to Gender Diversity website: http://www.genderdiversity.org/

Link to National Alliance on Mental Illness: https://www.nami.org/

Saturday, January 27, 2018

Textbook Reflections 3 (LSSL 5385)

Chapter 11
Realistic Fiction

Realistic fiction is also known as contemporary realistic fiction (CRF) or modern realistic fiction (MRF). To be classified as realistic fiction, the story must take place in a contemporary or modern time setting, be believable, and be consistent with the real world.

The criteria for evaluating realistic fiction includes:
  • Everything is consistent with the real world
  • Naturally emerging theme(s)
  • Topic relates to modern readers
Because realistic fiction must be consistent with the contemporary real world, it leads me to believe that books which could be classified as realistic fiction today will become historical fiction 50 years from now. That's an intriguing thought in my mind. When reading about the criteria for evaluating realistic fiction and how the theme has to appear slowly and consistently, I realized how difficult it must be to be a truly excellent author. I wonder if authors think about these sorts of things while they are writing or if great authors just incorporate these sorts of things into their writing naturally. Because realistic fiction has to relate to modern readers, these stories must take on societal norms. This is an area which likely causes books to be challenged and/or banned since individual members of a society may or may not agree with what has become a societal norm.
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Chapter 12
Nonfiction

According to Dr. Robert Small, nonfiction is defined by what it is not: fiction. It includes narrative, expository, biography, autobiography, and memoir writings.

The criteria for evaluating nonfiction from Nonfiction for Young Adults from Delight to Wisdom by Betty Carter and Richard F. Abrahamson includes:
  • Qualified author (check the book cover and author website): excellent examples are Kathleen Krull, James Cross Giblin, Steve Jenkins, Don Brown, Loree Griffin Burns, and Seymour Simon
  • Accurate facts (have the kids compare facts in different books)
  • Purpose and scope
  • Book organization assists in finding answers (ex: table of contents, index, glossary, suggestions for further reading, timeline, picture credits, bibliography)
  • Visuals (elaborate on text, break text up, real photos)
In addition, the chapter included 10 lines of questioning by Carter and Abrahamson that are great for asking students about nonfiction.

Nonfiction seems to be very interesting to practically every elementary school child. Kids at this age want to learn about the world that they live in. They are curious about animals, acts of nature, scientific facts, and interesting people. However, it seems like less nonfiction books are checked out by older students, unless the kid is "brainy" or collecting information for a research assignment. This is sad to me. In my library, I want to be sure that I share an excitement for nonfiction. I plan to utilize the criteria for evaluating nonfiction shared in this chapter in selecting current nonfiction books that will appeal to students. The questions that Carter and Abrahamson suggest to ask students are excellent and will help me when collaborating with teachers or when discussing nonfiction books with students. I think it would be interesting to have students write their own nonfiction books, too. They could check out a camera from the library to take pictures, compose their information in a Google doc, and then print it in the library. This might build an excitement for nonfiction.
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Chapter 13
Fantasy/Science Fiction

Fantasy fiction is a genre which includes books with content that violates the laws of physical reality. Science fiction is a sub-genre of fantasy. There are 2 subcategories within it: soft (more emphasis on story/plot/characters) and hard (more emphasis on science). There are many types of science fiction including apocalyptic, post-apocalyptic, steampunk, cyberpunk, biopunk, other punks (diesel, splatter, elf), dystopia, extrasensory perception, robots/androids/cyborgs/artificial intelligence, space/aliens/extraterrestrials, time travel/parallel universes, virtual reality/gaming, and other miscellaneous types. The criteria for evaluating science fiction are the same as those for evaluating fantasy.

The criteria for evaluating fantasy and science fiction include:
  • Characters that behave in consistent and believable ways
  • Rules for the fantasy world
  • Authors who assist readers in the "willing suspension of disbelief"
  • Themes that explore universal truths
Sci Fi on the Fly by Karin Perry is a helpful guide to science fiction for YAs. I learned a lot about science fiction books and categories while watching Dr. Perry's video as she walked through numerous novels. I tend to be drawn more towards apocalyptic, post-apocalyptic, and dystopian types of science fiction. Many of the other types tend to creep me out and cause me to have nightmares, but I may venture more into these categories after hearing Dr. Perry's overviews so that I will be able to better connect books with students who love them. I think that Sci Fi on the Fly would be a great resource to have in the library for guiding students to titles of interest and for helping me to build a well-rounded collection as well. On a sidenote, I wonder how many science fiction books written 50 years ago contained far-out ideas that are now realities in our current technological world.
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Chapter 14
Graphic Novels

A graphic novel is a form/format, not a genre. They use sequential art to tell a story. The text and illustrations work together to convey the story or information. Graphic novels are not comic collections. Generally, they contain stand-alone stories with plots which are more complex than comic books. The major types of graphic novels are manga, superhero story, personal narrative, and nonfiction. Graphic novels include a cover and inside pages. Each page contains elements including panels, gutters, dialog balloons, thought balloons, captions, and sound effects. They promote literacy by motivating readers, teaching mood/tone, benefiting special needs students, containing all elements of literature, and promoting content area literacy.

Believe it or not, before I started working at a library, I had never heard the term "graphic novel" or "manga" even though I had read Baby Mouse with my daughter. I remember the first time a student came in and asked where the mangas were. I thought it was an author's last name! How embarrassing! I now feel much more equipped to serve students. Without a doubt, the graphic novels in our library have a higher circulation rate than any other form of literature. I see some students 3 times a day because they devour them and read them for enjoyment. Most of the graphic novels in our library are manga series. It was refreshing to see and hear summaries of numerous other graphic novels on the video/slideshow in this chapter. I think it is important to have various types of graphic novels in a collection, just as there are diverse forms of other fiction and nonfiction within a library.

Textbook Reflections 2 (LSSL 5385)

Chapter 7
Literary Elements

The following basic literary elements and devices are important to know in order to critically evaluate YA literature:

LITERARY ELEMENTS:
  • Antagonist: character(s) opposing main character
  • Character: person/figure/object/animal in a story
  • Conflict: protagonist's difficulty (with self, world, others); struggle between opposing forces
  • Mood: author's emotional stance used to evoke a response
  • Tone: author's attitude towards a character/place/audience
  • Plot: storyline; events that make up a story
  • Protagonist: central character; sometimes the "hero"
  • Setting: time/place/mood in which story takes place
  • Themes: complete sentence which conveys the main global message(s)
LITERARY DEVICES:
  • Allegory: tangible symbol of a more abstract concept
  • Allusion: connected referral to another place/event/literary work
  • Archetype: prototype for understanding
  • Deus ex machina: implausible conflict resolution which brings a pleasing solution
  • Hyperbole: exaggeration for emphasis
  • Imagery: using senses to create mental images for the reader
  • Metaphor: comparison without using "like" or "as"
  • Motif: noticeable and recognizable theme present throughout
  • Point of view: perception of the storyteller; the way a story is narrated and by whom
  • Simile: comparison using "like," "as," or "such as"
  • Symbolism: object/action holding more than literal meaning
Theme is important to understand. When determining the theme(s), ask yourself the following questions. What message is the author trying to convey to readers? Is this message universal? In other words, does it apply outside of the story to the world at large? Remember that theme is a message suggested by the author, it must be stated in a complete sentence, it must be a truism, there can be more than one per literary work, and there must be evidence from the text to support it. A theme is not the main idea, a topic, a summary statement, an old saying such as a moral, or a single word.

Prior to reading this chapter, I knew many of the basic literary elements and devices mainly from helping my children with their English homework. Terms that were either new to me or those that I needed to understand more thoroughly were theme, archetype, deus ex machina, and motif. Because I've been a math teacher in my most recent teaching years, I have not had to utilize these terms in my everyday life. So, the information was helpful. I am sure that when I begin working with students as a librarian that I will utilize these terms as I teach/read with students and collaborate/co-teach with teachers. Out of all of the information shared in this chapter, I learned the most from the video on themes. It was beautiful to see how numerous themes could be extracted from a picture book such as Where the Wild Things Are. It excites me that picture books convey such wonderful messages about the world. I can't wait to guide students in finding them!
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Chapter 8
Awards

This chapter contained links to 27 different literary awards. Here is a description of each award, when the awards/lists are announced, and a link to access them.
Award/List
Description
When Announced
Where to Find Listing
Printz Award
Book exemplifying literary excellence in YA literature
Annually at ALA Midwinter Meeting
YALSA Excellence in Nonfiction
Best nonfiction book published for young adults (12 – 18) between 11/1 and 10/31
Annually at the ALA Youth Media Awards; shortlist named first week of December
Great Graphic Novels for Teens
Recommended graphic novels and illustrated nonfiction for young adults (12 – 18) because they have appeal to teen tastes in reading
Annually at ALA Midwinter Meeting
Best Fiction for Young Adults
Recommended fiction for YAs (12 – 18) published in the past 16 months
Annually in January
Margaret A. Edwards Award
Honors author and their body of work for significant and lasting contribution to YA literature in helping adolescents become self-aware and addresses questions about their role in relationships/society/world
Annually at ALA Midwinter Meeting
ALEX Award
Awards 10 books for adults that appeal to YAs (12 – 18)
Announced beginning of February
Odyssey Award
Awarded to producer of the best audiobook for children or YA available in English in the US
Annually in January during ALA Midwinter Meeting
Morris Award
Honors a book published by a first-time author writing for teens and celebrating new voices in YA literature
Annually at the ALA Youth Media Awards; shortlist named first week of December
Outstanding Books for the College Bound
Must offer opportunities to discover new ideas and introduce a variety of academic discipline subjects
List is developed every 5 years
Popular Paperbacks
List of books which encourage YAs to read for pleasure; widely available in paperback
Annually by the end of the ALA Midwinter Meeting
Quick Picks for Reluctant Readers
List identifying fiction/nonfiction books which encourage teens who dislike reading to read
Annually in January
Readers’ Choice
List of books which engage a wide audience of librarians/educators/teens/YA literature enthusiasts
Nominations are posted monthly; final vote in November
Teens Top Ten
Books nominated by teens as their favorites
Nominations posted on Thursday of National Library Week; winners announced the week following Teen Read Week
Amazing Audiobooks
Notable audio recordings which are significant to YAs from the last 2 years
Annually in January
YA Choices
List of new books that encourage adolescents to read
Annually
Lone Star Reading List
List of recommended reading for 6th – 8th graders developed by public and school librarians
Annually on December 1
TAYSHAS Reading List
High School reading list to motivate YAs (9th – 12th grade) to become lifelong readers and to participate in the Texas YA community of readers
Annually on December 1
Maverick Reading List
List of graphic novels which encourage YAs (6th – 12th grade) to explore a variety of GNs
Annually on December 1
Edgar Award for Mystery
Most prestigious mystery award
Presented last week of April at the Edgar Awards banquet
NCTE Award for Excellence in Poetry for Children
Honors a living American poet for aggregate work for children (3 – 13)
Presented in even years at the Children’s Book Awards Luncheon during the NCTE Annual Convention
Orbis Pictus
Recognizes excellence in nonfiction writing for children with purpose of sharing information
Presented annually at the Children’s Book Awards Luncheon during the NCTE Annual Convention
Batchelder Award
Awards most outstanding children’s book originally published in a language other than English and in a country other than the US that has been translated into English for publication in the US
Annually in January during ALA Midwinter Meeting
Scott O’Dell Award for Historical Fiction
Award for author of a meritorious historical fiction book for young readers published by US publisher, set in South/Central/North America, and US citizen as author
Usually awarded during annual ALA Conference, but sometimes during Winter Meeting
Pura Belprรฉ Award
Award for Latino(a) writer and illustrator whose work best portrays/affirms/celebrates the Latino cultural experience for children and youth
Annually in January during ALA Midwinter Meeting
Schneider Family Award
Honors and author or illustrator of a book that embodies and artistic expression of the disability experience for children and adolescent audiences
Announed at ALA Youth Media Award Press Conference during Midwinter Meeting
Sibert Award
Award for author and illustrator of the most distinguished informational book published in the US in English
Annually in January during ALA Midwinter Meeting
Stonewall Award
Award for exceptional merit relating to the gay/lesbian/bisexual/transgender experience
Announced in January and presented at the ALA Annual Conference in June or July

Wow! There are a lot of literary awards/lists. How wonderful! I think the best way for me to learn them all is to read selections from each. I definitely think that reading 10 books which received the Caldecott, Coretta Scott King, Pura Belprรฉ, and Geisel awards for my LSSL 5360 course helped me to understand and remember those awards. Of course, with the number of awards/lists included here, reading selections from each will take a lot of time...so that is a long-term goal. For now, I will be more attuned to listening for the mention of these awards and will look for them when I receive my School Library Journal and American Libraries Magazine. Once I have a library to oversee of my own, I will know where to go when seeking books to add to our collection. In addition, after reading descriptions of these awards/lists, as well as the most recent recipients of each, I feel more equipped to help students find books of interest within our school library. Now, when a student says they enjoy mysteries, I can pull up the Edgars website and connect them with Edgar Award for Mystery winners.
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Chapter 9
Poetry

This chapter is chock-full of content. Here is a summary:
  • Poetry is a form/format, but not a genre. It can be found in fantasy, historical fiction, realistic fiction, and traditional literature. It is the most neglected form, probably due to fear or negative experiences. There are no rules for writing poetry. Research with elementary students shows that kids prefer narrative poetry; poems where rhyme/rhythm/sound devices are present; poems that are funny, about familiar experiences, or about animals; contemporary poems; and those that contain visual images/imagery. Kids tend to dislike free verse and haiku poems.
  • Jean LePere's reasons for sharing poetry:
    • For enjoyment
    • Provides knowledge of concepts
    • Increases vocabulary
    • Helps identify with people and situations
    • Helps understand feelings
    • Grants insight to feelings and universal emotions
  • Evaluation criteria for children:
    • Needs to be a familiar subject
    • Should have accessible imagery (sights, sounds, tastes, smells, textures)
    • Rhyme is necessary for the young
    • Rhythm used that fits the subject and is natural
    • Sound and language play a role (ex: alliteration, consonance, assonance, onomatopoeia, repetition)
    • Contains humor
    • Has emotional intensity
    • Has quality of imagination
    • Has substance
    • Achieves a purpose
Elements of poetry include rhythm, rhyme, alliteration, assonance, onomatopoeia, repetition, imagery, and shape. There are numerous forms of poetry including lyrics, narrative, ballads, limericks, concrete, and haiku. In addition, numerous poems and poets were shared.

Even as an adult, I prefer the types of poetry that elementary school children enjoy to more abstract poetry. This is probably because the latter was read in my high school and college courses for evaluation, not for enjoyment, as mentioned in the video. I think that the research shared regarding types of poems that children prefer ties into Piaget's intellectual stages. Because younger children are sensorimotor or concrete learners, poems that relate to those stages appeal to them because they can understand the content. When poems do not rhyme, I feel like it is important for them to still have a pleasing rhythm/sound. The poem which Dr. Perry read at the end of the video by Judith Viorst ("Our Mom's a Real Nice Mom But She Can't Cook") did not have a pleasing rhythm/sound to my ear, even though Viorst is an amazing writer. Every 5th line sounded like it ended too abruptly and seemed forced. It might have sounded better if the 5th line rhymed with the 4th, rather than the 1st. When I oversee a library of my own, I think it will be fun to read poetry to and with the children all year long, but especially for fun if they are doing a poetry unit...to give them a breathe some air back into it in case their teacher spends too much time removing the fun from it. :-)
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Chapter 10
Historical Fiction

Historical fiction is set in the "past," but this is a term which is relative to the age of the reader. So we have to be careful when we classify literature as historical fiction. Historical fiction allows its readers to live vicariously in a past time and place.

The criteria for evaluating historical fiction (from Barbara Z. Kiefer and Cynthia A. Tyson) includes:
  • Book tells a good story and effortlessly blends history within
  • Contains accurate historical facts
  • Values of the time are brought to life
  • Consistent with social milieu
  • Theme relates to contemporary readers (universal)
I tend to think of historical fiction as being set way in the past. So, it was interesting to think about what the term "past" means to people of various ages. This will be an important aspect to consider when identifying literature as historical fiction with my current students as well as with those I will work with later when I oversee a library. I think that good historical fiction, meaning that it meets the evaluation criteria, is a wonderful way for children, young adults, and adults to learn about history in an enjoyable way. Reading a history book is extremely boring to me, and I have difficulty remembering facts of various time periods unless I study them. However, when I read an accurate historical fiction story, I am able to remember the same facts easily because they connect to an interesting story in my mind. To me, it is kind of like learning geography. If I read about a place, it is very abstract and difficult to understand. But, if I experience the physical location and experience the culture there, it becomes concrete and I am able to understand it differently. As a librarian, I can help teachers and students by sharing historical fiction as they progress through their social studies/history units.