YA LIT-CHAPTERS 1-5 REFLECTION

 Chapter 1-Why do we share literature with children?

 The reasons why literature should be shared are numerous. Dr. Lesesne & Dr. Perry give 9 reasons, and honestly as teachers we could probably have even more. They list: books are fun, they help with language acquisition, books allow readers to learn empathy, they support life long learners, readers can read autobiographically, they can read for vicarious experiences, read for philosophical speculation, read for aesthetic purposes, and to transmit culture.  There were numerous charts, images, and studies were shared and referenced during their chat, these resources are available on a “slideshare” link posted with the description of the video. The professors mention a “Why you should read 20 minutes everyday with your child at home?” and share a copy of it on the slideshare link.  The reading for vicarious experiences allow readers to get to do the things they wouldn’t normally do, or they want to do.  This allows students to deal with consequences of actions, whether they may be good or bad; and how to deal with the consequences. Allowing readers to use books as mirrors and read autobiographically AND as windows to see parts of worlds that are still unknown to them. 

Reflection

I enjoyed the set up of this chat, as it seemed that I was having a bit of a conversation with 2 other like minded teachers.  Their passion and drive to make sure that we become the best media specialists for ALL students is so contagious.  Some of the points were things I’ve heard in the past, but the majority were so new to me. I made sure to really put myself in the mindset of being a teacher/media specialist for older students and those reading MG & YA books.  This was very eye opening for me. I have done the majority of my teaching in primary, so working with students older than that is still very new to me.  While the take-aways I am able to use in the library NOW, are great, I really like having the data, and resources that the professors named for any of teachers and admin personnel that may be reluctant in things we may suggest or do in our libraries.  Also, the “Reading 20 minutes at home” chart is such a good thing to share with parents throughout the year.  Readers need windows & mirrors is such a great way for students to experience the world we live in, they need to see how others experience things to help them be able to form their own ideas and ways to experience life themselves.  

 Chapter 2-Divisions of Young People’s Literature

Information shared on the difference between Children’s Literature, Middle Grade (MG) readers, Young Adult (YA) readers, and even the New Adult books. Children’s Lit is for ages 0-8 years old, MG is for ages 8-12, YA is for ages 13-18 and New Adult for readers aged 18-30.  She is sure to note that though the age range of a book may allow it to be placed in a middle school, the topic, language used and subjects discussed may not be appropriate for the age of the reader.  Including the history and how New Adult came to be is a great resource to have. Dr. Perry gave short book talks on several books that fall within each division to show a new media specialist the difference in the contents of each book and how they could be chosen by a reader that is not “ready” for that book.

Reflection

 Learning about the differences of the types of YA literature was so good to see.  I need to create a chart of sorts to be able to use when showing books to my students and families when working with them during circulation time, on family nights and when ordering books for the library. I like how Dr. Perry showed how MG and Middle School are 2 different things and not necessarily interchangeable terms when speaking of division of books. I believe that a knowledgeable media specialist will be able to allow students to best choose books that will be appropriate for them. Knowing tidbits of information such as knowing how children’s literature is divided is one of those things all media specialists need. I like having the history of New Adult, and knowing how it came about is a great way to share with older/high school/college readers. The New Adult division is a great way for readers to be able to have the philosophical speculation amongst other things, that was mentioned in the other chapter.  I believe that having the book talks included in the video to show how the books all fall within Children’s Literature, they all fall within different divisions by sharing their contents.

 Chapter 3-Anatomy of a book

Graphic image of a book “torn apart” to teach readers the different parts of a book.  The image is clear and easy to understand with the different parts clearly labeled and have short descriptions and some with examples.  

Reflection

 A book is something that so many of us have held on our hands since very young; while a librarian or teacher somewhere along our educational career may have taught us the basic parts of a book, the diagrams on this chapter really allow us to go deeper.  Knowing the “other” parts of the book is beneficial for media specialists for various reasons.  Teaching readers beyond the basic parts of a book would be helpful, as authors and illustrators may include information that is helpful or has hints of what’s to come inside the book on end papers or even the case wrap. 

 Chapter 4-Genres & Formats

 Dr. Perry goes through information that media specialists can use when working on the now popular way of organizing libraries, Genrefying.   Graphic organizers are used to provide the listener the information in an easy to follow format. She mentions that Genrefying may not be appropriate for all libraries.  Officially there are 2 genres, fiction and nonfiction, each of those have more subcategories.  The different formats in which books are written is also noted.  Formats can be from the range of graphic novels, poetry, drama,novels chapter books, short stories, and picture books. Using formats to organize may not properly reach a reader. A reader may not ever learn where the type of book they are interested in is found in a library outside of their own if they aren’t explained the reasoning for the way their usual library is organized.  There are books that are of a certain genre, and sub genre, and be of different formats. A media specialist may have books that are considered a biography, which is non fiction, AND be a graphic novel.  Student may look for this book in a biography section, and may grow frustrated by not finding it, because the media specialist may have placed the book in a graphic novel area.   Having some of the creative labeled areas such as “Chick Lit” and “Guys Read” could be discouraging for readers. There may be books that have been labeled as such and could actually be sorted in other areas.  Using the example of the Twilight series is a way that Dr. Perry showed how a boy interested in reading the series may not be willing to read it because it is being housed in a “chick lit” section. Genrefying the library may not improve circulation, and in the end cause a reader more confusion on the types of books they are interested in .  

Reflection

This is a must watch for anyone that is considering “Genrefying” a library. While some may have data to show that the circulation of books in their library has increased, the way that we speak of where the books are organized needs to be “fixed.”  When speaking in general of a genrefied library and the different areas where the books are located and how they are organized is not necessarily correct.   Readers may think that there are many genres of books when in reality there is only 2 genres.  Teaching readers the way that the library is organized can’t be done without teaching them the different formats too. I am considering asking for the slides used to have when working with readers on showing them the types of books they like to read, find new interests, & possibly where they may be located in a library.  Organizing books by format may not be the best either because a media specialist may have titles they have to choose for organizing. The way that the media specialist and the reader believe that a book should be organized may differ and will cause frustration with all parties involved. Using titles such as “chick lit” and “guys read” for categorizing books in a library could be discouraging for readers, and may have students avoid certain areas to avoid embarrassment from their peers.  

Ch 5-What is YA literature?

This chapter consists of 10 questions a media specialist should consider when looking at different titles.  The questions are written using simple language that could be answered simply.  A media specialist could print these out to have when reviewing books to purchase or to suggest to students to use to find books. 

Reflection

The questions are good to have for all media specialists, new or seasoned.  Having the questions will allow media specialists to best categorize a book and know if the title would be a good fit for their library, student population, or even to know which area of their library they may need to organize the book in. I like the language that the questions are written in, as they are easy to understand, and are written in an “open question” format.  The questions could also be used when doing book talks.  

YA Lit - Reading Autobiography

 Reading Autobiography

     As a child, I remember loving books based on their colorful illustrations.  My parents were very supportive of my love for reading and did their best to promote reading in our household.  Out of my 3 siblings, I loved the idea of books and reading the most.  We lived in a predominantly low income neighborhood, so to my advantage, we were able to take advantage of the Bookmobile that visited our neighborhood every Saturday.  Many times, I was the only person within the whole neighborhood who would even bother paying the bookmobile a visit. I guess others simply weren't interested.  I also had no idea that the Bookmobile only visited low income neighborhoods.  Later in life, I learned that this was done in efforts of bringing books to neighborhood where kids may not have the luxury of physically going to an actual library of some sort.

    Through my elementary and Jr. high years, I remember my father taking my siblings and me to the Sterling Public Library to expose us to books of all sorts.  Learning to reading was very imperative to my father because he had to drop out of school during his elementary years in order to work with his father in the fields.  His mission as a father was to ensure his kids were afforded the opportunity to learn to read at all costs.  

    My mother graduated high school and was pretty well educated for the most part.  She could read well and appreciated that I could too, but didn't necessarily make any efforts to ensure that we necessarily "fell in love" with reading.  My two older siblings struggled with reading in school, so reading for pleasure was not their thing, per se. I on the other hand, loved anything as long as it had nice colors and illustrations.  I specifically remember loving the books Stone Soup and But No Elephants.  I can't necessarily say why, but something within the contents of those books hooked me for year.  

    As an adult, I read NON-STOP.  I literally always have a book in the works that I'm reading.  I'm the lady who you'll find reading while waiting my turn in the grocery store line, fast food drive thru, or red light.  In all honesty, I don't read mature/educational books for pleasure - I mostly read romance novels to appease my interests.  

    I understand the importance of helping students fall in love with reading.  Because of this, I make a continuous effort to make my students love the reading experience they get with me.  When I read aloud to my students, I make it a whole experience.  I go in full character mode to make the book come to life using props when necessary.  I feel this is important and rewarding because my animation helps to bring understanding and appreciation to the books that I'm sharing.