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.