Book Review Gabi: A Girl in Pieces

Quintero, I. (2014). Gabi: A girl in pieces. TX: Cinco Puntos

Gabi is a Mexican American teenage girl in her last year of high school. The novel is written in first person narrative using her voice. I loved this book due to Gabi fearlessness and vulnerability. This novel was full of presence and depth. Gabi is an overweight teenage who is trying to have a body positive image, but she is constantly dealing with fat shaming from her mother, aunt, and classmates. Being a plus size women myself now and when I was teenager. In my mind I wasn’t obese I just had curves, hips, and a butt. I couldn’t wear anything in the junior’s section. I immediate identified with Gabi. This was just one of the many issues that the book dealt with. For Gabi it was emotional eating, the plot did not give a lot of attention or detail to this, but it was a very significant part of Gabi as a person and finding her voice. 

Gabi best friend Sebastian comes out of the closet as gay at the beginning of the book. He goes through a struggle with his family coming to terms with his sexuality and him navigating those feelings of rejection and shame. He is kicked out of his him and moves in with Gabi for a while.  Then there is her other best friend Cindy who is date raped and become pregnant. Gabi has her thoughts on slut-shaming and teen pregnancy. Gabi has this strong sense of empowerment about women having sexual thoughts and actions and that does not make them a slut or trash. The book also has an intense abortion seen but the character is never made to feel ashamed or less than. In my opinion that was very brave of the author and was refreshing. It made Cindy seem human and vulnerable I was definite in tears on that part.

         Gabi’s father is a meth addict, and he isn’t in the book a lot as the reader we get to view how difficult this is for Gabi she is mourning him and watching him slowly die in front of her. How many young adults can relate to a family member that deals with any addiction at all. Gabi’s voice and perceptive gives the reader a voice and help them feel likes someone else is going through the same things that they are. Race was also a theme is the book because culturally you see Gabi as a Mexican American, the author uses Spanish casually and the description of the delicious foods and culture.

         There is a suicide in this book. It is significant to Gabi. Gabi decides to write letters to the deceased character, telling them how much she misses and loves them. This is a very intense part of the book, but it was beautifully written and shows the grief that Gabi goes through but also the healing and acceptance part. There were a lot of heavy deep topics that were addressed in this book. Some were handled better than others but overall it was an emotional, vulnerable, and transparent novel of a 17-year-old girl going through all the difficult hard to talk about things of life.  The book has won several awards. It received the Tomas Rivera Mexican American Children’s Book Award, William C. Morris YA Debut Award, California Book Award for Young Adult, and a Lincoln Award Nominee. Below is a link to author’s website.

Grade Level Recommendation: 9-12^th

https://laisabelquintero.com/

Book Review The Knife of Never Letting Go

Ness, P. (2008). The knife of never letting go. Boston, MA: Candlewick Press

       The book setting begins in a small community of Presntisstown where everyone can hear everyone else’s thoughts. The main character is a 12-year-old boy, Todd Hewitt who is about to turn 13 and become a man. His parents are dead, and he lives with his caretakers Ben and Cillian, and his dog, Manchee.  In Presntisstown there are no women. Quickly at the beginning of the book the reader can immediately tell that Todd is not a very educated boy due to the grammar mistakes in his dialogue. Todd is excited to turn 13 and he is also the last child in Presntisstown. Things quickly change when he is forces to flee the town after uncovering something shocking. While he is running for freedom and his life, he soon realizes that Prentisstown is far from the place he thought it was.

      So right from the start as the reader is was difficult for me to attach to Todd as the main character due to his undereducation and the style the book was written in. I am not a very big fan of science fiction young adult literature as I am the realistic fiction due to the fact the science fiction books don’t make sense to the logical side of me. Also, its hard for me to have emotional ties to the characters in the books. Sadly, the same was true for The Knife of Never Letting Go. It is a dark, fast-paced story about a boy who has grown up in an unkind world. He is struggling morally and intelligently to survive in this world. I would recommend this book to young adults since this genre of dystopia mixed with science fiction is popular. I whole heartily believe in free choice in reading. Students should be reading books that they enjoy simply for the enjoyment of reading.  This is the first book in a series of books it is a trilogy. The second book is The Ask and the third and final book is The Answer Below I have linked Patrick Ness website below.

https://patrickness.com/

Grade Level Recommendation: 9-12th 

Book Review Monster

Myers, W. D. (1999). Monster. NY: Harper

Monster by Walter Dean Myers was written almost twenty years ago but it feels like it was written yesterday.  United States African American males make up 59% of the prison population although they only make up 29% of the total Unites States of America population. As I was reading this heart wrenching poignant novel these statics played through my mind. Steve Harmon is a 16-year-old black man on trial for accessory to murder. He is implicated in a robbery gone bad and a man is left dead. The story is told from Steve’s point of view via a screen play and journal writing format.  The book contains stage headings, type shots, and a script along the main character Steve through his personal thoughts during the court case and his time in the detention center. The story also includes the guys that he is in jail with, prosecutor, defense attorney and his family.

The novel takes you through his court case and ends with his verdict. The book themes included justice and racism. I became overwhelming emotional reading this book because Steve could be my nephew, cousins, students, and neighbors. Steve is the unarmed black kid that has been shot by police on the nightly news. Steve is the countless name to all the black and brown young men who are in jail or a juvenile center facing the same injustice that he is. Through the dark and uncomfortable scenes this book also offers hope. Hope through Steve trying to stay hopeful in a hopeless situation. This book will open the dialogue on race, criminal justice system, and the systematic prison reform that needs to take place in this country. This book has won many awards Michael L. Pintz Award 2000, Coretta Scott Kind Award for Author Honor 2000, Boston Globe- Horn Book Award Nominee for Fiction 1999, Lincoln Award Nominee 2005, National Book Award Finalist for Young People Literature 1999.

Grade Level Recommendation: 9-12

Below is a video fo Walter Dean Myers discussing the book Monster

https://www.youtube.com/watch?v=QtlkXnf3-vY

Book Review It's Perfectly Normal Changing Bodies, Growing Up, Sex & Sexual Health

Harris, R. (2009). It’s perfectly normal. Boston, MA: Candlewick Press

This nonfiction book is the perfect guide for parents to open the dialogue with their child about sex. It covers subjects such as sexual activity, body parts, puberty, birth control and gender issues. The book has six chapters but is loaded with pertinent informational. I do believe that every parent should read the book first and decide if your child mature enough for the information presented. Then decide what chapters to read and when. The book also includes illustrations that in my opinion make it more relatable and brings in the adolescent aspect. The first chapter begins with the question what is sex? If goes over sex, gender, and sexual reproduction, sexual desire, and sexual intercourse.

Part 2 which is my favorite part of the book begins with a two-page spread that shows all different types of human bodies. This is very powerful for a child going through puberty particularly girls who start having periods and developing as early as nine. It will open the dialogue on how all bodies are different and unique. It promotes positive body image and giving your child a sense of self esteem and confidence. In Chapter 3 it covers puberty. It begins discussing the changes and messages of puberty and hormones. It also has a chapter discussing only masturbation. I’m sure this topic is extremely difficult to discuss with both girls and boys. We need more books like this that help parents answer the questions that kids need answers to. As your child matures and has question parents can turn to this book for the answers.

Grade Level Recommendation: 6-8

Recommended Reading: Robie H, Harris has written two more books to complete the family library for every age.

It's So Amazing 

Ages: 7-10 

It's NOT the Stork! 

Ages: 4-7 

 

Book Review Lily and Dunkin

Gephart, D. (2016). Lily and Dunkin. NY: Delacorte

Lily and Dunkin is a courageous book. It is raw and emotional story of two kids experiencing two very different life experiences. Tim who is a transgender boy named Lily must deal with his unmatched physical body yearning to be a girl. Norbet/Dunkin is dealing with bipolar disorder. Despite both characters individual lives, they form a bond of friendship.  The novel also illustrates the importance of close family relationships that support youth as they develop and mature. In my opinion the author was not able to develop both characters to their full potential. These two topics are very serious to write about and develop. I believe the author does use other elements to develop the plot into a good novel. She uses humor, insight, and compassion throughout the novel.

 I do believe that this novel is important and should be in the hands of middle school because representation and exposure matters. There are not enough books on awareness of mental illness and transgender for the middle school aged children. This is that part of life where they are trying to figure out what there normal is. Is there normal what family, friends, and society dictates and will they be accepted and love for who they are. This is a novel that can build connections and bridges to open dialogue and communication. In her author’s note Donna Gephart says that she hopes this story will open a pathway of empathy, compassion, and kindness.

Grade Level Recommendation: 7-12

Below is a video by Donna Gephart doing a book talk on Lily and Dunkin

https://www.youtube.com/watch?v=07KniLJp7q4&t=3s

it was amazing

Book Review Annie on My Mind

Garden, N. (1982). Annie on my mind. NY: FSG

This is a realistic fiction young adult novel. It is a story about Liza, a budding architect whose dream is to attend MIT and her growing relationship with Annie, an inspiring singer who wants to attend Berkeley. They met at a museum and began the foundation of a trusting and meaningful friendship. However they both began to experience e feelings towards each other and their bond deepens. As they try to sort out their feeling for each other they are also being pulled in many directions due to external factors. Through Garden’s character development as the reader you become invested in their relationship and soon the novel blooms into a love story. A lesbian love story that was published in 1982! I believe that is the beauty of this novel and how it is still a valuable read for young adults in the LBGQT community. Think about how many young lesbian girls might be having the same experiences and emotion as Liza or Annie. These students may not feel comfortable talking to family or friends or have many scary and confusing thoughts. The novel speaks volumes to the powerful books available for the young adult audience. This is a banned book due to its mature themes and it was published in 1982. I would like to think that we as a nation of humans have become more sensitive and accepting of the LBGQT community, but that may not be the case everywhere. This book is important and valuable piece of young adult literature because of its content and themes. Like the dedication from Garden “this is for all of us” because we are the human race regardless sex or religion.

Grade Level: 9-12

Recommend book after reading Annie on my Mind:

 Boy Meets Boy by David Levithan

Keeping You a Secret by Julie Ann Peters

 

If You Could Be Mine: A Novel  by Sara Farizan

 

Book Review Lucky Broken Girl

Behar, R. (2017). Lucky broken girl. NY: Delacorte

Lucky Broken Girl is a semi- autobiographical novel based on the author’s life as Ruth Behar. Ruth is growing up in 1960’s NYC. She is Jewish Cuban immigrant from Cuba. The novel focuses on the year Ruth was in a full body cast following a horrific accident. The writing is richly detailed. The diversity of the characters is wonderful. It allows the reader to paint a vivid image of the characters in the novel. Ruth and her family are Cuban but are also Jewish so they demonstrate a wealth of cultural identity. Ruth’s grandparents left Europe during the events that led up to World War II and then had to leave Cuba during the revolution. Ruth and her family are Cuban but are also Jewish so they demonstrate a wealth of cultural identity. Ruth's grandparents had left Europe during the buildup to the World War II and then had to leave Cuba during the revolution. Knowing the family background made me appreciate the authentic family dynamics, a father who is proud and optimistic about living in the US, a mother who misses her life in Cuba. I wonder how many middle aged immigrant readers would be able to make a self-to text connection. The middle of the book was a little slow dragging there wasn’t much movement along the plot line. I did listen to the audio book version of this novel and the author’s voice was a bit mono tone. Despite that the novel had an overwhelming theme of hope and forgiveness. Ruth Behar received the Pura Belpré Award for Author in 2018 for Lucky Broken Girl.

Below is a link to the author’s website

http://www.ruthbehar.com/

Book Review Speak

Anderson, L. H. (1999). Speak. NY: Penguin

Melinda Sordino the story’s protagonist is 13 years old is about the start her freshman year of high school. In this realistic fiction novel Melinda has lost her voice. Through her art will she or can she find her voice? When I began reading the book I was intrigued just by the summary of the book due to the fact the main character is a teenage girl. Speak is written in first person point of view. The reader is the thoughts and mind of Melinda herself.  The author’s style of writing is unconventional and the formatting was unique. The book is written into four parts, one for each period of the school year.  The format the book is written in was a little difficult for me to read because it was in my opinion choppy and scattered but after the first chapter I was able to adjust to the format style.  As the reader continues to read the book you find out the tragic events that happened during the summer that has slowly taken away Melinda’s voice.  Melinda uses her art as an outlet for her pain. This book is very relatable to teenagers who are going through things that are similar to the issues that Melinda is such as friendships, popularity, self-acceptance, self-esteem, and maybe sexual violence. At the of the novel Melinda finds her voice.  “You have to know what you stand for, not just what you stand against.” Speak has won the Micheal L. Pintz Award in 2000. The novel was turned into a motion picture film in 2004. Below is the movie trailer for the novel Speak.

https://www.youtube.com/watch?v=ySpPkHZ66aI

Book Review The Crossover

Alexander, K. (2014). The Crossover. Boston, MA: Houghton Mifflin Harcourt.

This book is beautiful, motivational, brilliant and devastating! The book is written in free verse form and it will challenge and move you out of your comfort zone if you don’t normally gravitate towards free verse novels. I thought that would be a challenge for a reader, but the rhythm and movement of  the words was enjoyable. The main characters Jordan and Josh Bell are 13-year-old twin basketball stars!  The characters are real and relatable to young readers. Basketball is a living metaphor in the book. Alexander gives wisdom and life lessons to adolescents using the metaphor of basketball, I wasn’t prepared to ugly cry and that is exactly what happened. Kwame Alexander's, The Crossover won both the Newberry and Coretta Scott King Awards for children's literature in 2015.

Grade level: 6-8

Below is a video of the author Kwame Alexander reading an expert of The Crossover.
https://www.youtube.com/watch?v=IbMj6lG4shM

Published in January of 2018 Alexander realeased a pre-quel. Before Josh and Jordan Bell were streaking up and down the court, their father was learning his own moves. In this prequel to Newbery Medal winner The Crossover, Chuck Bell takes center stage, as readers get a glimpse of his childhood and how he became the jazz music worshipping, basketball star his sons look up to.   

Book Review The Absolutely True Diary of a Part Time Indian

Alexie, S. (2007). The absolutely true diary of a part-time Indian. NY: Little Brown

Junior is a young boy who loves to draw and is trying to find himself through those difficult adolescent years. Junior is a native American and attends high school on his reservation. Junior wants to make his own decisions and take charge of his life so he decides to change schools and attend the high school that is off the reservations. Junior expresses himself throughout the story with his drawings.  Through his drawings it is an outlet of self-discovery and venting. The book is controversial because it includes subjects such as racism and sex. The book has been banned in several schools but in my opinion that is not what is best for young adult readers. The amazing thing about young adult literature is that is translates and makes many uncomfortable realities that young adults face every day. They are able to see themselves in the characters of these books. The book is based on the author’s Alexie Sherman's own experiences.

Grade levels- 9-12

Recommend to read next: If I Ever Get Out of Here by Eric Gransworth  Same but Different by RJ Peete, Holly Robinson Peete, Ryan Elizabeth Peete

LSSL 5385 Textbook Reflections Chapter 13

Chapter 13 Fantasy/Science Fiction

Fantasy is stories that violate the laws of physical reality fall into this genre. Fantasy is a form of literary genre in which a plot cannot occur in the real world. The plot usually involves witchcraft or magic, taking place on an undiscovered planet of an unknown world. Its overall theme and setting involve a combination of technology, architecture, and language. There are different types of fantasy.

Modern folktales are types of fantasy that narrates tell in a traditional tale accompanying some typical elements, such as strong conflict, fast moving plot, and sometimes magical elements and vague settings. Animal fantasy tells about animals, behaving like human beings, speaking, experiencing emotions, and having the ability to reason. They also keep their animal characteristics. In toy fantasy stories, narrators bring their beloved toys to life, and transform them into animated beings that can live, think, breathe, love, and behave like human beings.

 Heroic fantasy or high fantasy involve adventures with a search, quest, and motif. While this quest could be a pursuit for a higher purpose, like justice and love, or for getting a reward like a hidden treasure, or a magical power. The conflict of heroic fantasies focuses on struggle between evil and good. Mystery and supernatural fantasy is one of the most common forms of supernatural fantasy is known as a “ghost story” Ghost could be either helpful proectors, or fearsome adversaries.

 Science fiction is a subgenre of fantasy but not all fantasy is science fiction. Science fiction is the literature of change. For example when a culture is undergoing a lot of changes due to scientific advances and technological developments, and expects to undergo more, these stories about these changes become popular as a way of expressing people’s feelings about the change. These changes may be out way of understanding the world or the ability to control the world.

            There are criteria for evaluating science fiction and fantasy for children. Despite the fantastic aspects of the story, character must behave in consistent and believable ways. There are must still be rules for the fantasy world. Authors must assist readers in the “willing suspension of disbelief”. The themes should explore universal truths. There must also be a logical, consistency, and belief in the plot line.

            When reflecting on this chapter is was very informative to know the difference between fantasy and science fiction. I always believed they were the same. They are very similar in themes and content. Young adult literature includes great fantasy and science fiction books and authors. I know that this is a popular area in the library and often these books are in heavy rotation and display in the library. I would like to start personally reading more fantasy and science fiction books.

LSSL 5385 Textbook Reflections Chapter 12 Nonfiction

Nonfiction is an umbrella term because it includes narrative and expository approaches. It also includes biography, autobiography, and memoir as well. There is not one template to nonfiction there is a wide variety of texts that fall under the umbrella of nonfiction. Nonfiction books come in different styles, formats, and genres. Nonfiction is half or over half of your library. There is a certain criteria when you are evaluating nonfiction books.What are the qualifications of the author. You can check an author's website to see what they are qualified in. You can also look at the back of the book and also see the author's qualifications. Also look at the author’s notes. That is where you can see the amount of research that the authors used to write their books. James Cross Gibbions is a very well know author for young adult nonfiction. Next are the facts accurate. Are the fact that the author including in the book research based. Is the book correctly cited with provable references. What is the purpose and scope of the book. What is the book conveying to the reader. What information is the reader going to receive from the book. Is the book divided into chronological order. Is the book set in a certain point in time.How does the organization of the book assist readers in locating information. Is the table of content a resource for the reader to find the information they are looking for. Are the titles of the chapters or headings organize the information in a purposeful way. The organization of the book is important sometimes the books can have to much information and can be difficult for the reader to find the information that they are looking for. Does the  index allow the reader to find specific information for uses of research. Visualshelp elaborate the text but it also allows the reader to break the text intochunks. The visuals assist the readability of the book. Nonfiction books alsoinclude photographs that help the reader absorb the information from the book.Also charts and graphs help keep the interest of the reader.

The second half of the chapter focused on questions to ask students about nonfiction. The questions were on different levels are far as difficulty. Also some of the questions were very abstract in thinking and it would be difficult for students who weren’t in that developmental stage. The questions would have to be scaffold and model before they would be able to complete them independently. The question that I really liked was, If you had a chance to interview the authors of this book , what would you ask them? This would be a great question to ask them before they read the book and this would allow them to practice notetaking skills while reading the book.

         Nonfiction books are a very critical when teaching students to become proficient at information literacy. It is very important skill that students will need to be proficient in when entering college. This is the part of the job that allows you to students. Nonfiction books will be read and needed for research in the middle and highschool grades. Collaborating with teachers who will be teaching the research process with guide them through nonfiction books. As a librarian I will be the professional that will them through reading and referncing nonfiction text and or novels.

 

LSSL 5385 Textbook Reflections Chapter 11

Chapter 11 Realistic Fiction 

Realistic fiction also known as contemporary fiction or modern realistic fiction. The stories are believable due to the fact they are set in contemporary or modern times. What separates these books from historical fiction, fantasy fiction, and science fiction is that the characters, settings, and events are real. There are several characteristics of realistic fiction. The setting is an actual representation of the world around us. The setting could exist; it is vivid and accurate deception. The author uses extreme realism, it contains believable stories and occurrences.

Everyday language is present. The author uses dialogue that make the characters seem genuine and relatable. The plot contains conflict and tension as well as a resolution. The solution is believable because of the events that happen with the characters. The narrative structure and elements are presented in a time ordered sequence. Finally, it allows its readers to easily identify with characters and their experiences.

         Some of the common themes in modern contemporary fiction are death and dying, family life, sexuality, discovering one’s own identity, family life, and sexual orientation. Readers can connect because of the easily identifiable themes. Readers can learn from their experiences and compare how they have handled the same experiences. Realistic fiction focuses on solving problems, voyages, self-discovery, and coming of age. The author can also use humor, angst, silliness and drama.

         Realistic fiction is a large genre of YA literature. So why do teens enjoy reading realistic fiction? They read it to work through problems, issues, and ideas that they face in their own lives through literature. Teens want to explore how people who are different from them live, think, and feel. Due to the humor and drama of real life appeals to them more than the word-bending turns of fantasy, science fiction, or horror. Realist fiction allows readers to mirror the experiences that they see in their lives.

         There are many notable popular writers in realistic fiction. Chris Crutcher uses sports of all sorts to help his characters find their ways in the world. Sometimes his characters they’re running from something or sometimes to it. He has a wonderful ability to be intense, outspoken, and funnier than the dark themes. Some of his most popular Whale Talk or Staying Fat for Sarah Brynes.

         When reflecting on this chapter of realistic fiction I know that these are the books that I am drawn to. I love realist fiction because it allows the readers to experience the emotion, up and downs and complexity of life. I feel like as an educator I need to in tune with the life experiences that my students are going through. I want to connect to their feelings and emotions so that I can develop a relationship with them. I teach in an inner city low income Title 1 school. My students experience extreme poverty and complicated home life.  I am also an African American woman who is living in a time where race, injustice is on the nightly news and happening every day. Through the book I will be able to recommend them to students and hopefully build a bridge with these novels. 

LSSL 5385 Textbook Reflections Chapter 9

Chapter 9 Poetry

       Poetry is the most neglected form of literature. That is mainly due to bad experiences in school, or we don’t feel comfortable with poetry.  Poetry is not a genre, but poetry can be found in many different types of genres. Poetry is great for writing with students because there are no rules and not a format you have to follow. There are not any rules in poetry, so children can have the freedom to express themselves. There is a difference in the type of poetry that students should write and read.  It allows children to be creative. Elements of poetry include rhythm, rhyme, alliteration, assonance, onomatopoeia, repetition, and shape. Children enjoy poetry for many different reasons. Poetry allows children to use their imaginations, emotions, and experiences. It provides children with enjoyment, knowledge of concepts, and increases the exposure to vocabular. It also helps children identify people, situations, and understanding their feelings. It also helps them understand their emotions and feelings.
      Criteria for evaluating poetry was developed through research by Margaret Natarella.  Does the poem use imagery and allow the children to visualize and expand their imagination? Children will enjoy poems that they can see vivid pictures in their heads.  Children prefer narrative poems or poems that tell a story.  This will feel natural to children because they are used to hearing stories. The poem should include rhyme, rhythm, and sound devices. They enjoy the poems with alliterations and onomatope. Children enjoy poems that are funny, things they are familiar with, and animals. These are popular with elementary students.

        There is a preference for contemporary poems. The language that is used that they recognize and feel comfortable with. Many older poems such as Frost and Dickinson were made for older readers, so they do not connect or enjoy those poems as much. Poems should not be brought down to a childish level. Poems do not have to be silly of childish for children to enjoy or understand them. Good poetry should allow children should allow children to interact and engage with the poem. Poetry is good enough for it to be repeated and read it over and over. Being familiar with the poem makes it more enjoyable.   

         When trying to decide what type of poetry or some great poetry books the NCTE Poetry Award is an excellent resource. It began in the 70’s and was given out every three years. It is now give out annually. Poetry should not be overlooked because it is enjoyable and meaningful for all children. Jean Le Pere states that there are six reasons to share poetry with children. It provides enjoyment for children. It provides knowledge of concepts and increases vocabulary that they might not be exposed to. It helps children identify with people and situations. It helps children understand their feelings by helping them with insight to their feelings and emotions.

       For students in grades 7-9^th they enjoy poems that have rhyme, humorous narrative, and familiar experiences. There are many forms of poetry that is written. Lyrics are brief poems that emphasize sounds and pictures. Narratives are poems that tell stories. Ballads are narrative folk songs that tell history or legends. Limericks are short, witty poems. Concrete is poetry that uses words to shape up a picture. Haiku is a three-line poem with five syllables in the first and last line, and seven in the middle.

    As I reflect on this chapter it made me think about my experiences with poetry and my enjoyment for poetry came later in life around my first year of college. I read Cage Bird by Maya Angelou. I immediately became engrossed in the beauty and imagery that her poems invoked. So, when thinking on poetry for YA. I am connecting back to the development of students into more abstract thinking and poetry is extremely abstract. As a librarian I want students to read poetry to enjoy its beauty so that they will want to read and reread it repeatedly. Most students already will have the experience with English class where they will read and then must dissect the poem. I would like to have poetry available to my students and on display.

LSSL 5385 Texbook Reflections Chapter 8

Chapter 8: Awards

There are many awards given to young adult literature. In this chapter it reviewed the many different type of award young adult literature can receive. The Michael L. Printz award is an award for a book that is the standard of excellence in young adult literature. It is named after a school librarian from Topeka, Kansas who was an active long-time member of the YALSA. The award is sponsored by Booklist, a publication of the ALA. Michael passed away in 1996. He had a passion for books and reading, picking books that were just right for kids. The award has a winner and honor books. The award began in 2000.

The YALSA’s Award for Excellence in Nonfiction is an award given to the best nonfiction book published for young adults (ages 12-18). This award is given annually, and it usually is a shortlist with up to five books awarded. The award is given during the first week of December every year.  The award for great graphic novels for teens is a list of recommended graphic novels and illustrated nonfiction books for ages 12-18. This list is published yearly, and it also includes a top ten. This list began to be published in 2007. The Best fiction for young adult list is also presented by the YA committee of the YALSA. This is a list comprised of fiction titles from the past 16 months. The purpose of the annual list is to provide librarian both school and public with a resource to use for collection development and reader’s advisory purposes the committee does accept nominations yearly for this list.

The Margaret A. Edwards Award was first given in 1988 and honors an author, as well as a specific body of his or her work, for significant and lasting contribution to young adult literature. This award recognizes authors who books focus on helping adolescents become aware of themselves and their place in the world. It helps with addressing relationships, society, and the global community. Edwards career lasted many decades leading up to what was first called “the new realism” in YA literature around 1968. This alimentally led to the rich, diverse, and dynamic word of YA literature we enjoy and love today. The Alex Award is an extension of the Edwards Award. She was loving called “Alex”. This award is given to ten books written for adult that have a special appeal to young adult ages 12-18.

The ODYESSEY award is given to the producer of the best audiobook produced for children or young adults. This award was first given in 2008. The William C. Morris award debuted in 2009. It honors a book published by a first-time author writing for teens. It celebrates the impressive and new outstanding new authors in YA lit. It is given yearly and usually is a short list of five books. William C. Morris, an influential innovator in the publishing world. He was an incredible advocate for the marking of both children and YA lit. Outstanding books for the college bound is a list that offers opportunities to discover new ideas. It also can be used a resource for readers to gain an understanding of our diverse world. The list is published every five years beginning in 1999. The list is divided into five categories, arts and humanities, history and culture, literature and language arts, science and technology, and social sciences. Librarians also have the option to purchase downloadable pamphlets and posters that highlight this amazing list.  The popular paperback committee creates lists of books yearly to encourage young adults to read for pleasure. This list usually included popular titles with a broad variety of themes and genres.

The Quick Picks for Reluctant Young Adult Readers is list that is aimed toward encouraging reading among teens who dislike reading. This list includes fiction and nonfiction titles. This list is created annually and usually has 10 books. This list was first published in 1997.  The Reader’s Choice list to a list that is used to help increase engagement of a wide audience of librarians, educators, teens, and young adult whole love YA lit. It’s a community that chooses the most popular teen titles in a given year. This is also an excellent list for librarians to use for collection development and book recommendations.  The Teens’ Top Ten is a “teen choice” list, is where teen nominate and choose their favorite books. Teens across the country vote on their favorite titles each year. The list was started annually in 2003.

The Amazing Audiobooks blogging team selects and creates a list of notable audio recordings that is significant to young adults from the past two years this list began in 20111. The Young Adult’s Choice project develops an annual list of new books that hopes to encourage adolescents to read. The books are selected by reader’s themselves and are usually very popular. This list began in 2014 so it is a new list but is a very trusteed resource. The Texas Lone Start list is a recommended reading list created by school librarians from the Young Adult Round Table. The purpose of this list is to encourage students in grades 6-8 to explore a variety of current books.

The Tayshas Reading List came from Dallas area librarians Gracelyn Shea and Monta Skaggs. They wanted a high school reading list for the State of Texas. They enlisted the help of San Antonio librarian Jack Alton Strawn and in 1996 in was created. The list is use a s a motivation for young adult grades 9-12 to become lifelong readers. The Edgar Allan Poe Awards which is now popularly called the Edgars is presented every year by the Mystery Writers of America. They honor the best in mystery fiction, non-fiction, television, film, and theater. It is considered the most prestigious award in this category. This award has been given since the 1950’s.

The National Council of Teacher of English gives the Orbis Pictus Award. It was first given in 1989 to promote and recognize excellent nonfiction writing for children. It commemorates the work of Johannes Amos Comenius, Orbis Pictus-The World in Pictures (1658), it is the first book planned for children. The Paura Belpre` was the first Latina librarian at the New York Public Library. The award was established in 1996 and is given annually to a Latino/Latina writer and illustrator whose work best portrays and celebrates the Latino culture for outstanding work of literature for youth and children. The Schneider Family Book Awards honors an author or illustrator for a book that give an artistic expression of the disability experience for a child and adolescent audiences. The award is given annually and was established in 2004.

As I reflect on this chapter I was very surprised by how many awards are given for YA lit. It’s a little overwhelming to receive all this information at once. I did appreciate how well organized the awards and list are to be used as a resource. I know that these lists are a valuable to tool for me to develop my library collection and to recommend for teachers and students. I also appreciated the inclusiveness of all the awards and list. I also am thinking about how I could incorporate these list and awards into my curriculum and highlighting these authors in the library. I did notice that some of the books that we will be reading for this course are listed on several of these lists.  I am also aware that these lists are a starting point when diving into this fascinating world of YA literature. I

LSSL 5385 Textbook Reflections Chapter 7

Chapter 7 Literary Elements

Literary elements and devices are used to evaluate critical thinking and comprehension of literature. Literary devices or literary techniques can also be defined as specific structures that writers often use to add meaning or create more compelling stories for the reader. I like to think of the writing is the cake and the literary devices and elements is the icing on the cake.  Literary elements and devices are techniques that can give the reader a greater understanding and meaning of the writer’s intent.

         The antagonist the person or force that works against the hero of the story. This is the villain, evil character, or group of characters.  The character is the person or animals in the book. Conflict is A problem or struggle between two opposing forces in a story. There are four basic conflicts. Person against person is a problem between characters. Person against self is a problem within a character’s own mind. Person against society is a problem between a character and society, school, the law, or some tradition. Last is person against nature is a problem between a character and some element of nature for example a blizzard, tornado, or a hurricane. Mood and tone is the feeling the piece of literature is intended to give the reader. It can be happiness, somber, or love. The plot is the action that makes up the story, following a plan called the plot line. The protagonist is the main character in a story, often a good or heroic type. The setting is when and where the story take place.

Theme is not the main idea, topic, or summary. Theme is a message stated or suggested by author. It also must be a complete sentence. It must be a truism that takes place outside the novel in the real world. A novel can have more than one theme, it must be demonstrated from the text. You should be able to go into the novel and find evidence.  When having discussions with students about themes of books you should ask the following questions.  What message is the author trying to convey to readers? Is this message universal; does it apply outside of this story to the world at large?

A literary device is a technique a writer uses to produce a special effect in their writing.  An allegory is a metaphor in which a character, place or event is used to deliver a broader message about real-world issues and occurrences.  An allusion is A reference to a well-known person, place, event, literary work, or work of art to enrich the reading experience by adding meaning. An archetype is the images, patterns, and symbols that rise out of the collective unconscious and appear in dreams, mythology, and fairy tales.

The literacy device deus ex machina refers to the circumstance where an implausible concept or a divine character is introduced into a storyline. The character is introduced to sometimes provide comedic relief or to move the plot line along.  This is also commonly referred to divine intervention. A hyperbole the use of obvious and deliberate exaggeration. Hyperbolic statements are often extravagant and not meant to be taken literally. Imagery consists of descriptive language that can function as a way for the reader to better imagine the world of the piece of literature and add symbolism to the work. Imagery uses five senses of taste, touch, sight, smell, and sound. 

When reflecting on this chapter and how it correlates with young adult literature I was able to connect to chapter 6. Many of these literary elements and devices are very abstract in thinking. If your students have not developed the intellectual capacity to think abstractly they will have difficulty with many of these things. As an educator you must scaffold their learning when teaching or discussing them. You also want to select books that can help move the students through these difficult abstract literary elements and devices.

LSSL 5385 Textbook Reflections Chapter 6

Chapter 6 How do adolescents develop?

This chapter focuses of the development of adolescents and how it relates with young adult literature. The chapter cover various developmental aspects. First the physical aspect. Puberty, the constant question is am I normal? Am I developing at a rate that is consistent with everyone else. Children at this age are constantly asking questions about their bodies physical appearance. We should be picking books as educators that reassure them that they are normal, answer the questions that they have about the changes going on in their bodies, encourage self-acceptance, self-esteem, and body positive affirmations.

Next is intellectual development. Jean Piaget theory of development is that children develop and move through different stages of development from birth to adulthood. Children move through the concrete stage of development to abstract development and thinking around age 12-14.  As an educator it is very important to think about the type of questions that we will be asking our students about what they are reading. If our students are having difficulty with abstract thinking than we must scaffold their learning through questions. We need to think where these students are in terms of their intellectual development.

Havighurst in another theorist who has stages of development. The stage that the chapter focused on was the stages of becoming a young adult. Learning to get along with peers, as you go through adolescents you began to make peers with people who had the same interest that you had such as music, sports, or clothes. Easy relationship with the opposite sex, they become more aware between a boy and girl. You start to make friends without becoming boyfriend and girlfriend. Working for pay, children start to want to babysit, mowing lawns, what will you pay me for doing chores. Money equals independence for adolescents.

Changing relationships with parents, there is a shift and they start to pull away. They began to question if they believe in the same thing that their parents do. There is almost a 180 difference than our parents. Usually we tend to shift back to out parents. Kids began to develop morals, values, and beliefs on their own. Finding a vocation, its starting to shift at what I am good at and what do I want to be when I grow up. Adapting to their physical bodies growth spurts, changing of feet and hands and becoming aware of those changes.

Developing appropriate sex roles this is defined by society. This is what boys do and girls do. If you don’t fit into those roles that is when name calling, and bullying can began. There is a shift of more openness, but society still sets the norm and standards. We will decide how we will operate them or will we deify them.

Next the chapter discussed moral Kohlberg’s theory. Preconventional level of morality is during childhood where we make decisions based on reward or punishment. Conventional, is when you follow the rules of society and religion. Post-Conventional is where we recognize the laws but humanity comes before those laws.  This came in play during civil right area because the laws were wrong. We as librarians are looking for books that meet kids where they are but we are looking also for books that move them incrementally though these difficult stages of development more concrete through abstract.

Maslow’s Hierarchy of Needs explains the types of needs that we have. We must meet the needs that are closest to the bottom in order to move to the next level and reach the top of the pyramid. You must meet student physiological needs of students so that they will be able learn. Students need not to be hungry, tired, feel safe, loved and belonging, high self-esteem, then finally self-actualization. If students didn’t like a book. We need to be able to respect their opinion and ask them why and have a conversation about that. We want to find books that help them meet these needs as well.

Lastly, the chapter discussed developing as readers. Unconscious delight is where we are just becoming engrossed in a book and everything else fades away. These are serial books. It can also be books by a certain author or genre. Reading autobiographically is when we want to read books about people like us. Books that reflect our reality. Our collections in our classroom or library need to reflect diversity. Reading for vicarious experiences, these are the windows of the world that open us to new and different experiences. This includes fiction, and fantasy.

Reading for philosophical speculation are tied back in to Kohlberg and Havighurst. Think about the book the Giver and the questions we have about what is going on in that society. Reading for aesthetic experiences is reading for the sheer beauty of the experience. Reading or crying over the experiences of characters. These are all stages of developing as a life long reader. We need to help students choose books that can move them through all the stages of reader development.

My reflection of this chapter is the importance of young adult literature and its vitality for students becoming life long readers. I made many connections to the previous chapters such as why we share literature with children, divisions of young adult literature, and what is young adult literature. As librarian it is vital that is component of the library be filled with books that keep in mind the development of adolescents. This made me think deeply of the types of books I want to add to my collection that student would need to read.  I particularly made a self to text connection with the part that discuses the development of a reader. I myself has been a reader at all those levels. I believe that had made me an avid life long reader who enjoys and loves reading. That is my goal as a librarian to create life-long readers.

       

LSSL 5385 Textbook Reflection Chapter 5

Chapter 5 What is Young Adult Literature

This chapter was a detailed list of the components of young adult literature. I would like to highlight the top three things that stood out to me as a future school librarian.  First, it uses a point of view which presents an adolescent’s interpretation of the events. I believe that this is the key to what makes YA literature so diverse and unique because it’s written in so many different viewpoints and interpretations. Second, It mirrors concerns over contemporary issues. This is a very important aspect in my opinion the most crucial in developing life long reader in children. Adolescence and puberty is probably the most difficult time for children. Especially in the world of advance technology and social media. Students can find a character in a book that they can identify with and make connections. These books can open difficult dialogues for many of our students with peers, teachers, and parents. Last, it has a main character who reaps the consequences of decisions and actions. These books are so complex and simple in their journey’s throughout the books. Students can learn a deeper purpose and meaning of books. Books offer great enjoyment but it’s the lessons that they teach and the experience that the invoke in the reader.

LSSL 5385 Texbook Reflections Chapter 4

Chapter 4: Genres and Formats

There are only two genres fiction and nonfiction. Everything else falls into sub genres. Classroom library especially in the primary grade will group books together by different categorizes to help young readers find what they are looking for. This may not be the best way to organize for middle and high school. It can be confusing with the trend of libraries gentrifying.
There are two genres fiction and nonfiction. Anything else is a sub genre, category. A format is the way the book is written a style of writing such as poetry, drama, chapter books, short essays, picture books, and graphic novels.  Categories include chick lit, guy reads, and sports fiction.

 Reflecting on the chapter made me think of a few questions As a new librarian should I consider gentrifying my library or stay with the dewy decimal system? Is there any current research that promotes gentrifying the library? I would like to create a flow map that teachers and students can use as a resource guide when visiting the library. I would also like to teach a lesson to older grades about the different categories that might interest them and make those books available to them in one location of the library as a monthly highlight.