Textbook Reflections

LSSL 5385

Ch-1 Why do we share literature with children?

Summary:

The main reason we share literature with children is for fun! In the process we also develop language acquisition. It is recommended that children read at least 20 minutes a day at home. By doing this language development becomes a natural process rather than a drill. Sharing fiction books with children will also develop empathy. They learn this from characters that they read in books. Another reason to share literature we children is to develop life long readers. Most readers fall under two categories: series vs serial readers. Reading autobiographically can help children learn about themselves. If it is a book that reflects them it could be like a "mirror." However, books can also serve as "windows" when reading for curiosity. Reading also develops philosophical speculations, such as those of religion, and can help answer the question: who am I? Literature also develops the imagination, sparking up the question: what would happen if.....? Lastly, we share literature with children to transmit culture, but we must provide a diversity of books at all times.

Reflection:

This chapter has opened up my eyes to the many benefits of sharing literature with children. I always knew that it was good but now I have evidence to back me up. This chapter will affect the way I read and evaluate YA literature especially in the area of culture and diversity. I will always keep in mind that I need to expose my students to all cultures year round. Sharing with parents, teachers, and administrators of the benefits of reading to children will also be something that I focus on.

Ch-2 Divisions of Young People's Literarature

Summary:

This chapter focused on separating young people's literature into four categories: Children's Literature, Middle Grade, Young Adult and New Adult. Children's literature targets 0-8 years of age. This includes your easy readers, picture books, wordless picture books, illustrated chapter books and early chapter books. Then we have Middle Grade/Tween designed for an audience between the ages of 8 to 12. People often confuse Middle Grade and Middle School. Middle school is not a category of literature. Then we have Young Adult literature geared for an audience between 13 and 18 years of age. This is where many middle school students have a hard time finding material that they want to read. They might want to read a YA book but they might not be ready for it due to the content being addressed in the book. Many YA books are not appropriate for middle school, therefore the librarian must be aware of the subject being discussed in the book before making it part of the collection. Finally we have New Adult literature, which is meant for an audience between the ages of 18 and 30. These books cover adult issues and are edgy. Most have characters that are recent high school graduates that are facing new challenges and experiences.

Reflection:

Middle School librarians have a thought job deciding whether some books are appropriate for their students. Especially when dealing with students in grades 5th, 6th and 7th. Many of these students might feel that they are ready for a YA book but in really that content might not be appropriate for them. As a librarian I need to do some research before buying books to add to my collecting because once is in the library I really can't just allow certain students to check out certain books and deny others access to them. This would go against intellectual freedom.

Ch-3 Genres and Formats

Summary:

This chapter focuses on genres and formats and how they might not be what you think. In reality there are only two types of genres: fiction and nonfiction. Everything else is a subgenre. However, these two genres can be broken up to be more specific. For example, Fiction can branch of to realism and fantasy. Realism can then be broken into realistic or historical. Fantasy can be broken into modern or traditional. Then we have nonfiction and it too can be broken down into subgenres such as informational, biographical, narrative nonfiction and expository nonfiction. Subjects and categories are not genres. Then we take a look at a wide range of formats. Poetry, drama, novels, chapter books, short stories, picture books, and graphic novels are all formats. Some librarians put formats as genres, and they are not. Take for example graphic novels, they are a format not a genre.

Reflection:

From this chapter I gathered the importance of distinguishing between genres, formats and categories. We need to be careful when labeling our libraries by "genres" that in fact we are not categorizing by format or subject. Students might not find the books they want if the librarian organized her collection in this way.

Ch-4 What is YA Literature?

Summary:

This chapter consisted of a list that described the elements found in YA literature. The main character is very important to YA books. It is usually a young protagonist who is highly independent. The protagonist will face consequences based on the decisions made and in turn will significantly change the character's life. The point of view is that of an adolescent and the plot includes direct confrontations. YA literature mirrors concerns that adolescents face and draws upon a sense of how they develop.

Reflection:

This chapter gave me a better understanding of the elements of YA literature. Understanding that the reason many young people love to read YA books is because they can relate to the characters. At times they may be curious about other topics and YA literature could be a "window" to answer those questions.

Ch-5 How do adolescents develop?

Summary:

This chapter focuses on adolescent development. We begin by looking at physical development due to puberty. During this difficult time students question am I normal? how am I suppose to look? We then took a look at intellectual development and how students go from concrete to abstract. Students who are still in the concrete level might not grasp the theme of a book. The developmental stages addressed by Havighurst can provide better understanding as to how adolescents develop. Kohlberg's theory in development of morals addressed three stages: pre-conventional, conventional, and post-conventional. In the pre-conventional stage we look at morals based on a reward and punishment perspective. Surprisingly, many adults still function at this level many times. Then we move into the conventional level where we follow the rules set out by society or religion and we don't question them. The highest level is post-conventional, where we recognize the laws but choose not to follow them because we see them as wrong. The chapter also discusses Maslow's needs hierarchy and an overview of how we develop as readers.

Reflection:

Understanding the different theories of adolescent development can really make a difference on how we address the needs of our students. For the most part we need to help students find YA literature that focuses on where they are at. It is important to develop lifelong readers, and the best way to get them there is to have them fall into a book and read for enjoyment.

Ch-6 Literary Elements

Definitions:

Literary Elements

• antagonist- a character or a group of characters which stand in opposition to the protagonist or the main character
• character- a person or animal who takes part in the action of a story
• conflict- involves a struggle between two opposing forces usually a protagonist and an antagonist
• mood or tone- literary element that evokes certain feelings or vibes in readers through words and descriptions
• plot- events that make up a story or the main part of a story
• protagonist- the central character or leading figure in poetry, narrative, novel or any other story
• setting- the time and place in which the events of a work of literature take place
• themes- the truth about life revealed in a work of literature

Literary Devices

• allegory- figure of speech in which abstract ideas and principles are described in terms of characters, figures and events
• allusion- a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance
• archetype- is a typical character, an action or a situation that seems to represent such universal patterns of human nature
• deus ex machina- refers to the circumstance where an implausible concept or a divine character is introduced into a storyline for the purpose of resolving its conflict and procuring an interesting outcome
• hyperbole- involves an exaggeration of ideas for the sake of emphasis
• imagery- means to use figurative language to represent objects, actions and ideas in such a way that it appeals to our physical senses
• metaphor- is a figure of speech which makes an implicit, implied or hidden comparison between two things that are unrelated but share some common characteristics
• motif- is an object or idea that repeats itself throughout a literary work
• point of view- is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation. In literature, point of view is the mode of narration that an author employs to let the readers “hear” and “see” what takes place in a story, poem, essay etc.
• simile- is a figure of speech that makes a comparison, showing similarities between two different things. Unlike a metaphor, a simile draws resemblance with the help of the words “like” or “as”. Therefore, it is a direct comparison.
• symbolism- the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense

Reflection:

Knowing the definitions of literary elements and literary devices can help us identify specific language techniques which writers use to create text that is clear, interesting and memorable.

Ch- 7 Awards

Printz
The Michael L. Printz Award is an award for a book that exemplifies literary excellence in young adult literature. It is named for a Topeka, Kansas school librarian who was a long-time active member of the Young Adult Library Services Association.
http://www.ala.org/yalsa/printz-award

YALSA Excellence in Nonfiction
YALSA's Award for Excellence in Nonfiction honors the best nonfiction book published for young adults (ages 12-18) during a Nov. 1 – Oct. 31 publishing year. The winner is announced annually at the ALA Youth Media Awards, with a shortlist of up to five titles named the first week of December.
http://www.ala.org/yalsa/nonfiction-award

Great Graphic Novels for Teens
Great Graphic Novels for Teens is a list of recommended graphic novels and illustrated nonfiction for those ages 12-18, prepared yearly by YALSA.
http://www.ala.org/yalsa/great-graphic-novels

Best Fiction for Young Adults
YALSA’s Best Fiction for Young Adults Committee presents fiction titles published for young adults in the past 16 months that are recommended reading for ages 12 to 18. The purpose of the annual list it to provide librarians and library workers with a resource to use for collection development and reader’s advisory purposes.
http://www.ala.org/yalsa/best-fiction-young-adults

Margaret A. Edwards Award
The Margaret A. Edwards Award, established in 1988, honors an author, as well as a specific body of his or her work, for significant and lasting contribution to young adult literature. The annual award is administered by YALSA and sponsored by School Library Journal magazine. It recognizes an author's work in helping adolescents become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world.  The Edwards award celebrated its 25th anniversary in 2013.
http://www.ala.org/yalsa/edwards-award

ALEX Award
The Alex Awards are given to ten books written for adults that have special appeal to young adults, ages 12 through 18. The winning titles are selected from the previous year's publishing. The Alex Awards were first given annually beginning in 1998 and became an official ALA award in 2002.
http://www.ala.org/yalsa/alex-awards

Odyssey Award
This annual award will be given to the producer of the best audiobook produced for children and/or young adults, available in English in the United States.  The selection committee may also select honor titles. The Odyssey Award is jointly given and administered by the Association for Library Service to Children (ALSC) and the Young Adult Library Services Association (YALSA), divisions of ALA, and is sponsored by Booklist.
http://www.ala.org/yalsa/odyssey-award

Morris Award
The William C. Morris YA Debut Award, first awarded in 2009, honors a debut book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature.  The award's namesake is William C. Morris, an influential innovator in the publishing world and an advocate for marketing books for children and young adults. Bill Morris left an impressive mark on the field of children’s and young adult literature. He was beloved in the publishing field and the library profession for his generosity and marvelous enthusiasm for promoting literature for children and teens.
http://www.ala.org/yalsa/morris-award

Outstanding Books for the College Bound
The books on this list offer opportunities to discover new ideas, and provide an introduction to the fascinating variety of subjects within an academic discipline. Readers will gain an understanding of our diverse world and build a foundation to deepen their response to that world. This list is developed every five years.
http://www.ala.org/yalsa/outstanding-books-college-bound

Popular Paperbacks
Each year, the Popular Paperbacks committee creates lists of books to encourage young adults to read for pleasure. The lists of popular or topical titles are widely available in paperback and represent a broad variety of accessible themes and genres.
http://www.ala.org/yalsa/popular-paperbacks-young-adults

Quick Picks for Reluctant Readers
The Quick Picks for Reluctant Young Adult Readers list identifies titles aimed at encouraging reading among teens who dislike to read for whatever reason. The list selects both fiction and nonfiction.  Select a link below to view the full annotated Quick Picks for Reluctant Young Adult Readers lists.
http://www.ala.org/yalsa/quick-picks-reluctant-young-adult-readers

Reader' Choice
YALSA’s Readers’ Choice list seeks to engage a wide audience of librarians, educators, teens and young adult literature enthusiasts in choosing the most popular teen titles in a given year, as organized by broad genres.  The list will also provide librarians with a timely means of identifying popular teen titles on an ongoing basis.  Nominations will be posted monthly, with a final vote taking place each November.  Any individual, provided he/she is not the author or an employee of the publisher, or a current member of the Readers’ Choice List Committee may nominate a title via an online form, while only YALSA members are eligible to vote for the final ballot, which is sent in the November issue of YALSA E-News.
http://www.ala.org/yalsa/readerschoice

Teen Top Ten
The Teens' Top Ten is a "teen choice" list, where teens nominate and choose their favorite books of the previous year! Nominators are members of teen book groups in fifteen school and public libraries around the country. Nominations are posted on the Thursday of National Library Week, and teens across the country vote on their favorite titles each year. Readers ages twelve to eighteen will vote online between August 15 and Teen Read Week™ (October 9-15, 2016) here on the Teens' Top Ten site. The winners will be announced the week after Teen Read Week.
http://www.ala.org/yalsa/teenstopten

Amazing Audiobooks
Each year, YALSA's Amazing Audiobooks committee selects and annotates an annual list of notable audio recordings significant to young adults from those released in the past two years. The name of the list became Amazing Audiobooks for Young Adults with the 2009 list and was previously known as Selected Audiobooks for Young Adults.
http://www.ala.org/yalsa/amazing-audiobooks

YA Choices
Since 1987, the Young Adults' Choices project has developed an annual list of new books that will encourage adolescents to read. The books are selected by the readers themselves, so they are bound to be popular with middle and secondary school students. The reading list is a trusted source of book recommendations, used by adolescents, their parents, teachers, and librarians.
http://literacyworldwide.org/get-resources/reading-lists/young-adults-choices-reading-list

Lone Star Reading List
The Texas Lone Star list is a recommended reading list developed by public and school librarians from the Young Adult Round Table. The purpose of the list is to encourage students in grades 6, 7, or 8 to explore a variety of current books. The Lone Star list is intended for recreational reading, not to support a specific curriculum. Due to the diversity of this age range, Texas librarians should purchase titles on this list according to their individual collection policies.
http://txla.org/groups/lone-star

TAYSHAS Reading List
The Tayshas Reading List takes its name from the Caddo Indian word meaning "friends or allies". It is a high school reading list from the Tayshas program. The objective of the Tayshas project is to motivate young adults to become life-long readers and to participate in the community of readers in Texas.
http://txla.org/groups/tayshas

Maverick Reading List
The Texas Maverick Graphic Novel Reading List is a recommended reading list developed by public and school librarians from the Young Adult Round Table (YART).
http://txla.org/groups/Maverick

Edgar Award for Mystery
The Edgar Allan Poe Awards (popularly called the Edgars), named after Edgar Allan Poe, are presented every year by the Mystery Writers of America, based in New York City. They honor the best in mystery fiction, non-fiction, television, film, and theater published or produced in the previous year.
http://www.theedgars.com/

NCTE Award for Excellence in Poetry for Children
NCTE established the Award for Excellence in Poetry for Children in 1977 to honor a living American poet for his or her aggregate work for children ages 3–13. NCTE also recognizes and fosters excellence in children's poetry by encouraging its publication and by exploring ways to acquaint teachers and children with poetry through such means as publications, programs, and displays.
http://www.ncte.org/awards/poetry

Orbis Pictus
The NCTE Orbis Pictus Award was established in 1989 for promoting and recognizing excellence in the writing of nonfiction for children. The name Orbis Pictus, commemorates the work of Johannes Amos Comenius, Orbis Pictus—The World in Pictures (1657), considered to be the first book actually planned for children.
http://www.ncte.org/awards/orbispictus

Batchelder Award
The Batchelder Award is given to the most outstanding children’s book originally published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States.
http://www.ala.org/alsc/awardsgrants/bookmedia/batchelderaward

Scott O'Dell Award for Historical Fiction
In 1982, Scott O'Dell established The Scott O'Dell Award for Historical Fiction. The annual award of $5,000 goes to an author for a meritorious book published in the previous year for children or young adults.  Scott O'Dell established this award to encourage other writers--particularly new authors--to focus on historical fiction. He hoped in this way to increase the interest of young readers in the historical background that has helped to shape their country and their world.
http://www.scottodell.com/pages/ScottO%27DellAwardforHistoricalFiction.aspx

Pura Belpre Award
The award is named after Pura Belpré, the first Latina librarian at the New York Public Library. The Pura Belpré Award, established in 1996, is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth. It is co-sponsored by the Association for Library Service to Children (ALSC), a division of the American Library Association (ALA), and REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking, an ALA affiliate.
http://www.ala.org/alsc/awardsgrants/bookmedia/belpremedal

Schneider Family Award
The Schneider Family Book Awards honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences.
http://www.ala.org/awardsgrants/schneider-family-book-award

Sibert Award
The Robert F. Sibert Informational Book Medal is awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the United States in English during the preceding year. The award is named in honor of Robert F. Sibert, the long-time President of Bound to Stay Bound Books, Inc. of Jacksonville, Illinois. ALSC administers the award.
http://www.ala.org/alsc/awardsgrants/bookmedia/sibertmedal

Stonewall Award
The first and most enduring award for GLBT books is the Stonewall Book Awards, sponsored by the American Library Association's Gay, Lesbian, Bisexual, and Transgender Round Table. Since Isabel Miller's Patience and Sarah received the first award in 1971, many other books have been honored for exceptional merit relating to the gay/lesbian/bisexual/transgender experience.
http://www.ala.org/glbtrt/award

Reflection:
As a librarian knowing about the different awards for literature can be a useful tool when purchasing new books for their collection.

Ch-8 Poetry

Summary:

Poetry is not a genre, it is a form that literature takes. Poetry is the most neglected type of literature in our schools. We seem to be scared of it and tend to see it as not enjoyable, probably because of the way it was taught to us when we were younger. There was some research done by Ann Terry in 1974 dealing with children and poetry. According to the research kids prefer narrative poetry. They seem to dislike free verse and haikus. Poems with rhyme and rhythm were also preferred due to their sound devices and the play with language. Children also like poetry that is funny, has animals and offers familiar experiences to those that they've had.  A good poem allows children to interact, similar to that of a reader's theater. Poems that can be repeated tend to add enjoyment as well. When analyzing poetry for children there is a certain criteria that can be followed. Lively poems with rhythm and meter that emphasize sound are good for children. Also look for poems that have simple stories and provide visual images. Always allow children to interact with the poem to make it meaningful. Never bring down a poem to the "suppose level" of the child. This chapter also discussed two of the awards that are offered for poetry and many great poets were also included.

Reflection:

This chapter was beneficial in understanding what to look for in children's poetry. Because it is one of the most neglected types of literature we need to presented in a way that will allow children to enjoy it. Having a criteria to follow is a great way to look for poetry that will be worth sharing with our children.

Ch-9 Historical Fiction

Summary:

Historical fiction refers to a story that is set in the past. A child's definition of historical fiction might be quite different than that of an adult. To a child history could be something that recently happened to them. As adults we tend to think of history as an event that took place before we were born. Charlotte Huck developed a criteria that could be used to evaluate historical fiction for children. It is important that it be a good story that blends the history realistically. Must include accurate facts. It should also include values reflective of the time that it is referring to. The social environment must also be consistent with the time period. Lastly, the readers need to be able to relate to the theme of the story.

Reflection:

Understanding how children view and define history can better assist the librarian when cataloging historical fiction books. Children can learn history in an engaging way. Too often, kids are turned off by nonfiction books including biographies, because the writing is dry and boring. Finding the right historical fiction books for young children might help develop a love for history.

Ch-10 Realistic Fiction

Summary:

Realistic fiction for children is set in contemporary or modern times. It could be defined as a story where real kids with real problems solve them in a realistic manner in a real world setting. Characters are engaging and believable and the setting is true to life. Problems faced by the characters are honestly portrayed and the resolution makes sense. The theme or themes grow naturally out of the actions of the characters and the author does not preach the reader.

Reflection:

Realistic fiction can help children better understand themselves and others. In order for readers to make a connection the characters need to be accepted as real people and the events as real places. Realistic fiction must be credible.

Ch-11 Nonfiction

Summary:

Dr. Small once said that nonfiction tends to be defined by what is not. Nonfiction is an umbrella of terms such as: narrative, expository, biography, autobiography, and memoirs. The video "Evaluating Nonfiction" begins by mentioning the importance of looking at the qualifications of authors. Some ways to do this include: checking their website, reading the author's notes and researching for accuracy. The next criteria is whether the facts are accurate. For the most part we rely on the author for the accuracy of the information. However, we can take a look at resources such as The National Science Teacher Association to validate the facts. Obviously we would want to add books to our collection that are the most accurate. The third criteria is to look a the purpose and scope and decide if you want broad or narrow information. The fourth criteria is to considered the organization of the book. Does it have a table of contents? glossary? index? And most importantly does it help students find information. For criteria five we must take a look at what role do the visuals play. Visuals should elaborate on the text. They should also break up text into chunks to allow students to not feel overwhelmed with the text. Real life photographs, charts and maps should be included.

Reflection:
Children learn by taking in pieces of information and categorizing them. Children take this information, sort it, and think critically with it. They keep what they know, problem solve or create new ideas. This is why libraries should have a balanced collection to service all students. We must include books that serve as mirrors and windows in our nonfiction collection.

Ch-12 Fantasy/Science Fiction

Summary:

Fantasy fiction is a genre that does not follow the laws of physical reality. Science Fiction is a subgenre of fantasy. This chapter offered some criteria to follow when evaluating Science Fiction and Fantasy for children. First of all the characters must be believable and the fantasy world must also have rules. The author must assist the readers to believe and understand the story. Universal truths must be explored in the themes. The video created by Dr. Perry went into the different types of Science Fiction books out there and it is clear that there is something for everyone. Dr. Perry began by talking about Apocalyptic and Post apocalyptic books. Some examples of books include Ashfall, Life as We Know It, and The 5th Wave. The she discussed Steampunk, Cyberpunk, and Bio Punk. Dystopia was another type of science fiction discussed. An example of dystopia is The Hunger Games. Another type that was discussed was Extra- Sensory Perception (ESP). These books could contain telepathy, clairvoyance and precognition. Robots, androids, cyborgs and artificial intelligence are another category. Finally books about aliens are also classified under science fiction.

Reflection:
I was surprised to find so many different categories under Fantasy/Science Fiction. Indeed there is something for everyone. Understanding all the different categories that fall under fantasy/science fiction is necessary as a librarian when asked to recommend a book. Many individuals will automatically tell you that they don't like science fiction. However, explaining that there is so much under that umbrella might change some individuals' mentality.

Ch-13 Graphic Novels

Summary:
Graphic novels have gain popularity over the last 20 years. They are becoming an important component of classrooms and libraries. It is important to understand that graphic novel is not a genre but instead a format. Within the graphic novel format you might have history, fantasy, nonfiction, and all other subgenres. Graphic novels have been often overlooked and misunderstood. Many teachers still don't see the value of using graphic novels with students. Graphic novels can be used as a teaching tool because all the literary elements of a traditional story can be found in graphic novels too. It has also been found that graphic novels can be beneficial to students with special needs. Until recently graphic novels have received some of the most prestigious awards in literature.

Reflection:

Graphic novels can be fun to read while at the same time offer a wealth of information for a wide range of readers. Graphic novels can help readers make a transition from picture books to chapter books with the use of graphic novels.

Ch-14 Peck's Questions

Summary:

This chapter is about 10 questions to ask yourself when evaluating a novel. Some questions are about the characters. What if the character was the opposite sex? Which character(s) would you get rid of? How did the first paragraph hook you in? Reflect on the title and the cover of the book.

Reflection:

By asking yourself these 10 questions you begin to understand why you enjoyed or hated the novel. You gain a deeper understanding of the characters and the author.

Ch-15 Crowdsourced List of Middle School Authors

Summary:

This included a copy of Middle School (5-8 grade) Authors (Responses). The time stamps are from July 18, 2016 to July 21, 2016. This appears to be a survey where middle school students were asked about their favorite YA author. Some of the most popular names were Alexander Kwame, Sharon Draper, Gary Paulsen, Rick Riordan, and Jaqueline Woodson.

Reflection:

This is a great tool to use to see what books and authors are trending amongst young adult readers. This can help the librarian when deciding to purchase new books to add to the collection.

Reference:
Lesesne, T.S. & Karin Perry. (2016). YA literature textbook.