YA LIT - CHAPTER REFLECTIONS 11-END

 Ch 11 Realistic Fiction

Realistic fiction consists of stories that are written with a setting of modern times or the contemporary world.  The actions of the characters are believable and events seem real.  This type of writing is sometimes called Modern Realistic Fiction.  

When evaluating this type of writing, a media specialist/librarian should look at consistency with the world in which the reader lives.  All elements in the characters life should seem like those that a real person would exhibit, from speech, actions/behavior, setting, to even the types of situations they are confronted with.  Ensuring that the text avoids stereotypes and support gender and cultural elements that are relevant for contemporary readers should also be accounted for. 

 Theme is something that this type of fiction offers, in fact there may be several themes.  The theme of this story should develop naturally, and avoid being of obvious teaching a lesson.  Going back to the elements, the subject matter of the things that the characters deal with in the story have to be of things that modern readers want to read about. We have to use books as windows and mirrors to our readers lives. A reader may be able to learn how to cope with the newfound knowledge that not everyone has two moms, or may be curious about ways that others deal with loss in their lives.  Taboo subjects to previous generations, are now subject matter to modern readers.

Reflection:

Realistic fiction books should be a reader having a conversation with a friend, sharing things and stories that happened to the characters should seem real and set in this world.  Authors should avoid stereotypes whenever possible and consider gender and cultural elements.   A book that offers a variety of themes will be able to “reach” and make an impact on  a larger audience. This type of book lends itself to be read by a variety of readers with different lives and all be impacted by the book in a different way than the previous or next reader.  It is also important that we allow readers to use books as mirrors and windows to their worlds. Students should read books that allow them to find ways to cope with tough topics, ways that allow them to learn about sensitive ideas/topics.  Students may be able to avoid big issues if they are able to see how characters in books deal with things.  I believe that when given the right book, YA readers really enjoy this type of books. They are old enough to know it is a work of fiction, but mature enough to know that the situations and aspects of the book could happen to someone in real life.  After reading books such as Lily and Dunkin, I can attest that this title would be considered Realistic Fiction. Lily and Dunkin shows how one character is dealing with coming out to their classmates, and the other character is dealing with being the new kid in town, an absent father (I won’t tell too much), and mental illness. 

Ch 12 Nonfiction:

 The quote and description from Dr. Small that Dr. Lesesne used is a wonderful one, Dr. Small said “nonfiction is the only kind of book defined by what it is not.” Nonfiction is an umbrella for many other types of books. Variety of books, topics, approaches, and formats is what encompasses nonfiction.  Dr. Perry and Dr. Lesesne create a video explaining the things on this chapter. They explain and give excellent examples of how to evaluate Nonfiction books for children using the criteria developed by Carter & Abrahamson.  

The criteria is :

What are the qualifications of the author?

Knowing the author's qualifications will also help know how accurate the information may be. While some authors may be known for their nf books, there are new authors coming up. Using the author bio on the book jacket or using the author’s website for information would be helpful.  Relying on book reviews may not be a good thing, as the reviewers may not be experts in that field either. Using guides for subjects may be helpful, if a math guide supports an author/book, that author/book is bound to have information that is accurate.  

Are the facts accurate? 

Again using guides for the subjects would be the best idea to use for when encountering a book by an author that is relatively new or unknown. Having students help with this part is a way to show students how not many people truly are experts. Having students look at several books by the same topic and have them find things are similar and different in regards to facts/content.   

What is the purpose and scope of the book?

Knowing the purpose and scope of the book best helps a media specialist/librarian know when to suggest a book. It helps the reader know if the book is the right book for what they are trying to do.  Finding and using a book with a scope that is too broad when doing research may be a waste of time. The same book may be just right if the reader is doing a pleasure read.  

How does the organization of the book assist readers in locating information?

Authors can do so many things to aid the reader when writing books. A good book should have a combination of any of the following-glossary, photographs, call-out boxes, index, index of illustrations, resources (many include web links now too), author research notes, & a table of contents. 

What role do visuals play?

The visuals should be engaging for students.  Authors should also reference their sources when including illustrations. Illustrations are a great way for students to make sense of information being taught in the book.  

Dr Perry & Dr. Lesesne also include a list of questions created by Carter & Abrahamson that librarians, media specialists, and teachers should use when working with nonfiction books and students. 

Reflection:

 I really liked the definition Dr. Small gave of nonfiction, I am certain I’ll be using that with my classes from now on. Remembering that nonfiction is an umbrella is a great way to explain this to students, I have a good amount of students that like nonfiction books, but they tend to think that nonfiction is animals books or facts. The umbrella reference will be a great visual for my students.  

In regards to the criteria for evaluating nonfiction books and the questions to use, i really liked having that, this is a great tool to have when considering buying more books for the library.  Students should be allowed to have books that are written by qualified authors and have accurate facts.  The purpose and scope of a book are things that I had not thought too much about in the past, the way that Dr. Lesesne and Dr. Perry used the 3 books really made sense to me and allowed me to think about the books in my library a bit more differently.  The organization of the books and the things an author can include are a great list.  Students should be taught about the different ways that books are organized and the other things things included, as many times they will be able to see if the book is something they can use when working on research.  The notes section that authors are including are especially good when teaching students the research method and showing them that authors too must research when writing.  I also like that the criteria includes the visuals having a role in the book. So many of our students are visual learners or are learners that get deeper meaning when they have visuals, a nonfiction book that only includes facts or includes visuals that are not appealing to the target age range that it is written for is doing a disservice the the information being shared.  

The questions to ask students are great, as we as librarians and media specialists need to be taking our patrons ideas and requests for books, having this list is going to allow me to best support my learners.  It will also allow the students to analyze books in a better way than just looking at it.  I like the questions that ask them to really think about what they would change, add to the book, and ask them to think about the author. I am thinking of creating these questions on cards and putting them on a ring to help me make sure to use them when reading with students and even have students ask for me after they read their books. 

Ch 13 Fantasy & Science Fiction

Science fiction books are categorized as a subgenre of fantasy. While a book may be both fantasy and science fiction, not all fantasy is science fiction.  The criteria for evaluating fantasy and science fiction should be used to ensure that the types of books available for readers are of quality.

Criteria:

Do the characters behave consistently and in believable ways?

What rules are in that fantasy world?

Did the author assist readers in the “willing suspension of disbelief?”

Does the theme explore universal truths?

These types of books still contain aspects of fiction books, such as setting, problem, solution, setting, etc.  The types of things that a character deals with many of the things that characters in realistic fiction deal with.  

There are many types of science fiction books

Apocalyptic & Post-Apocalyptic

A-End of civilization, living with the ramifications of the end of a civilization. PA-years after the catastrophe, does not usually show evidence of the catastrophe, primitive setting.

Steampunk, cyberpunk, biopunk

Super cool tech though it is steam powered, Victorian era.

hacking , pc tech, humans & pc interaction, bleak, dark

Hackers, manipulation of humans or human’s dna, dark bleak

Dystopia

Restricted independent thought, conformity (or lack thereof ) no individuality, resistance, disillusionment

Extra-sensory Perception

Telepathy, clairvoyance, precognition

Robots, androids, cyborgs, and artificial intelligence

Robot machines, automaton, humans aided by mechanical device, AI-artificial intelligence

Space, alien, extra terrestrial

Alien invasion, setting in space, 1st contact, colonization

Time travel & parallel universe

Circular problems bc of time travel

Virtual reality & gaming

Lost in virtual reality worlds or gaming world

Miscellaneous 

Zombies in real world, invisibility, brain sharing, cryogenics, mind swaps

The books that may fall under a certain type may also fall under a 2nd or even 3rd type. 

Reflection

I like that Dr. Perry kicks off her video saying that she isn’t a fan of all science fiction. If you had asked me in the past, I would have said that I was not a fan of science fiction books at all, after listening to her book talks and descriptions of books, I realize that I do like science fiction books. If I have felt this way for so long, I am certain that I have students in my library that are the same way. It is my goal to help those students know that they really do not dislike science fiction, my “dislike” went on for too long, can't let theirs be that way too. Making sure that I offer the different types of science fiction books in my library is the best way to ensure that I expose my students to the many books available. I believe that reading science fiction allows students to be able to step into a world outside of their reality and maybe even “forget” about any issues they may be dealing with. Science fiction reading is most times used for pleasure reads. Using the list and their characteristics will allow me as a media specialist to ensure that I suggest the type of science fiction that my students may want to read. I also think the list can help suggest books outside of the realm that the student may be used to, assuming they want to read something different.  I think that Dr. Perry’s book will be a great addition for me to have in the library as I begin my sci-fi learning and picking books to read on my own and to start sharing books with students.  The themes encountered and lessons taught in science fiction can be things that my young adult readers can use in their lives.   I also believe that science fiction truly is for young adult readers as they have to be able to differentiate from realistic fiction and science fiction.  A media specialist really needs to know their reader/patron to be able to suggest something that is not too mature for them.

Ch 14 Graphic Novels

Graphic novels are books that are written with sequential art. They contain text and illustrations that convey a story, they can be both fiction and nonfiction.  They all have a cover and inside pages. The pages are set up with different panels where the story takes place, the panels are separated from each other with gutters, the characters show their thoughts with thought bubbles, and their speech with dialogue balloons.   The panels are read from left to right & then top to bottom. The speech and thoughts in the panels are read again, from left to right and then top to bottom within each panel.  Graphic novels are not JUST for ells, reluctant readers, kids or independent reading. Graphic novels are written for all readers and not necessarily to be used to have to have a response for. Graphic novels do teach readers how to deal with some issues they may be having and they can teach things to them as they can be non-fiction.  Graphic novels can be used like any other book to help teachers meet standards of learning (think TEKS and Common Core Standards).  Graphic novels also allow readers to be able to read works that they may not have been able to really read and grasp the concept of, because the graphic novel aspect of the work, now allows the reader to have a visual of what the written work was trying to convey. In short, the illustrations help the reader understand a complex book.  Graphic novels also can teach concepts to students in a way that they find entertaining and engaging, such as learning about Olympians, the Gettysburg Address, and even the human body.  There are also many authors that include facts throughout their stories, so that blending of fact and fiction is a way to keep students engaged and learning. Ensuring that as a media specialist/librarian you are keeping the right kinds and types of graphic novels on the shelves (if they can stay there long enough) is not a task that can be done without the aid of review lists (national and state), educators’ guides, along with working with your local comic book store clerk to help have a starting point to which graphic novels your readers may be interested in.  

Reflection:

I believe that once a student understands how graphic novels are set up, they will continue to read them. Using graphic novels in and out of the classroom is a great way to keep students engaged in their learning and showing them that not all books are listed as text only. The population of my readers/patrons include a lot of ELLs and graphic novels do support them in their journey to learn a second language, but we also have to remember, we are ALL English language learners.  I am truly appreciative of the authors that have come with adaptations and novelizations of written works to be done as graphic novels. I believe that they make the reading of a well known written work to not seem so daunting. I liked the idea that Dr. Lesesne shared of teaching students that may not know them about the different fairy tales via graphic novels.  I also think that using graphic novels to expose students to topics or concepts they may show interest, is a great way for them to learn about the said topic, and really even push them to read more about it in a non-graphic novel way. 

I have enjoyed reading graphic novels and truly have been working with students who love them.  I am lucky enough to have a small amount of graphic novels that are nonfiction and have enjoyed sharing those with teachers and students. I also have parents and teachers that do not believe that reading graphic novels is considered reading. I have been saving a lot of the information that I have learned to share with them and continue to support students reading graphic novels. I hope to be able to get more graphic novels into readers' hands.  

Ch 15 Richard Peck Questions for Novels

Richard Peck has come up with ten questions to ask when reading novels. The questions help focus of different parts or aspects of the novel.  The questions are not to ask about the book or story itself, but to really have reader THINK about the author and their craft. Students SHOULD think about stereotyping, identifying with the characters, looking at the way that the author hooked them into reading the story, thinking about the titles, thinking of the tone of the book.  

Reflection:

 If this set of questions isn't already printed out in your library, hop to it.  I think having these questions and their reasoning for them really allows readers think even deeper into the text.  These questions can also be helpful for teachers when working in the classroom, not just for media specialists/librarians.  We should be helping students think beyond the text. Thinking about what the author was thinking as they wrote and ways that the author got them to keep reading are great for all students.  One of the last skills that “comes” to students learning a second language is the writing of the new language, helping students “see” what the author was thinking is a great way to use a novel as a mentor text in writing.

Ch 16 Crowd-sourced List of Middle School Authors

This list of middle school authors that was crowd-sourced allows us to see the difference in authors that have written books for middle school/middle grade.  The list may be “complete” in the sense that all participants have answered, but new authors are always emerging and some cross over from adult books to ya, and same for authors of children’s books writing ya titles.  

Reflection:

Like mentioned above, this list will never be complete. Authors of ya books are changing in numbers.  As a media specialist/librarian, we need to know which authors are writing books for our patrons. We need to encourage students to not only read books with characters like them (mirrors), but also books written by authors like them.  Student should see that they too can write books and share the things that they know with others.  The same way that books are promoted to share vicarious experiences, media specialists/librarians should share authors to students. On a different chapter of this textbook, it was noted that typically students that read serially grow to be avid readers; allowing readers to read all of the works by a certain author is a great way to allow that.  Also, students that have authors they like, allows media specialists/librarians to suggest other authors (alike or different than those) to them when they are ready.

Ch 17 We Need Diverse Books Site 

This site uses the hook of “Imagine a world in which all children can see themselves in the page of a book,” and it is such a way to describe the goal of this site.  This 501c3 organization has a mission statement of “Putting more books featuring diverse characters into the hands of all children.” and uses the diversity of characters and books to help accomplish this.  This organization read books and then creates lists that others can use to suggest the books to the readers.  The work at making sure that the books have more positive things to them than they do problems; though they do note that no 100% problem free book exists. This site offers suggestions for books, read alouds, learning about where to find diverse books, and even a booktalking kit for those interested in sharing books with others.  

Reflection:

 This website is a great source when media specialists/librarians are looking to order books, suggest books to students, creating material lists.  The book/award lists created by this organization are great at ensuring that students have books that are mirrors and windows to their lives. Students deserve books in which they are able to learn about themselves, along with learning about topics that may be hard to talk to others or that they are curious about.  Students deserve access to books that are just as diverse as the community and world they live in. A child may be able to gain insight about their next door neighbor that just immigrated to the united states by reading a book.  We have to continue to remember that books many times are safe places for students to be able to experience this diverse world we live in, & we need to allow them access to those books.  

YA LIT - CHAPTERS 6-10 REFLECTION

Chapter 6: How Do Adolescents develop?

Summary: Physical and intellectual aspects tremendously change during the developmental years of adolescents.  The physical change of an adolescent leaves them wonder if they are normal, so it’s important to provide books that assure them through puberty.  The intellectual change goes from concrete thinking to abstract thinking around the age of 10.  Concrete thinking to formal thinking makes the change around the age of 14.  So especially in the middle grade books, you need to make sure you are supplying the right kind of books for the type of “thinkers” you have.  Is the book abstract?  Is it concrete?

The developmental stages according to Havighurst are as follows: Learning to get along with peers. Easy relationship with opposite sex. Working for pay.  Changing relationships with parents.  Finding a vocation.  Developing morals and values.  Adapting to physical bodies.  Defining appropriate sex roles.

Moral: Kohlberg’s Theory

Pre-conventional: makes decisions based on reward and punishment.  Ex: speed limit signs

Conventional: follows the rules of society and/or religion

Post Conventional: recognizes the laws but also recognizes that humanity or the life of an individual supersedes the law (civil disobedience). Ex: refusing to sit at the back of the bus.

Young adults also have a needs hierarchy.  It begins with the basics such as food, then the feeling of safety (emotionally and physically).  Love and belonging and the need to be respected is next.  Lastly, it’s the need to believe they can be anything they want to be.

It’s important to develop readers.  The hierarchy in developing readers is as follows:

Develops empathy

Unconscious delight: series book readers or serial book readers

Reading autobiographically: mirror reading.  Reading about people like yourself.

Reading for vicarious experiences: window reading

Reading for philosophical speculations: asking morals and values questions

Reading for aesthetic experiences: reading for the wonder of the book.

Reflection: It’s important to take note of all developmental aspects in young adults and to meet them where they are, when it comes to helping them find the right book.  Adolescents don’t just change physically through puberty but intellectually as well.  After reviewing the chapter of how adolescents develop, I feel as a librarian, it’s important to meet the needs of my students by starting where they are developmentally, then scaffold their reading to get to a more post conventional thought process from them.  The main trend I’m learning, is to make sure all students from all walks of life are accommodated within your library, have a well rounded selection, and make sure the reading selection is age appropriate for your audience.

Chapter 7: Literary Elements

Summary: Literary elements and literary devices are often placed in the same category and can easily be confused with one another.  It is important to be knowledgeable in distinguishing the two from each other.  Literary elements are used by the reader to analyze and understand a work of literature.  The components are not techniques used by the writer but are identified and taken out by the reader.  Theme, conflict, setting, and plot are some of the many literary elements that can be found in literature.  Literary devices are deliberately used by the writer and is used for expression and bringing words to life.  The construction of the text is the main focus to bring about artistic meaning to the work of literature.  Symbolism, hyperbole, metaphor, and Deus ex Machina are a few of the many literary devices in writing.

Theme is an important factor to take into consideration when analyzing literature.  There are certain questions to ask as you search for a theme within all literary works.  

1.  What message is the author trying to convey to the readers? 

2.  Is this message universal; does it apply outside of the story to the world at large?

Theme is not a main idea, topic, summary, an old saying, or a single word.  Yet, it is a message that is stated in a complete sentence that has a global reach and can be demonstrated from the text.  Where the Wild Things Are by Maurice Sendak have multiple themes.  It’s okay to use your imagination, your imagination can take you places, a mother’s love is unconditional, and it’s possible to confront and defeat your fears are just a few themes found in that one book.

Reflection: Most of the terms from literary elements and literary devices are not new to me.  However, it was a nice refresher of the information so I can adjust how I view the literature in front of me.  So many times I get to the end of a book and realize I could’ve gone deeper to understand more of the story; pick it apart with a fine tooth comb to really appreciate what the author was trying to convey to their audience.  This literary elements chapter was a good reminder on how to not only analyze literature for myself, but also teach my students there’s more to what meets the eye when reading a book.  I think equipping my students to properly identify and analyze critical elements within a piece of literature is just another step closer to growing life-long readers.

Chapter 8: Awards and Lists

Summary: Chapter 8 of the Young Adult Literature textbook consisted of multiple hyperlinks to numerous book lists and award lists for young adults ages 12-18.  All of the lists are important but there were some on the list that should be recognized for their insightful choices of literature to share with the world.  How the book lists and awards are earned have been chosen through a large spectrum of specifications.  You can find the fiction and nonfiction award books and lists, as well as awards for graphic novels, teen choices, audiobooks, lists chosen by librarians, or for college bound students.  You’ll also find lists for different cultures, books that portray different abilities/disabilities of people, and awards that support the LGBT community.  

Reflection: After completing the Literature for Children’s course and reviewing the awards and lists chapter for the Young Adult Literature course, I am blown away at how many book lists there are.  Growing up I was familiar with the more common lists like the Odyssey Award, Lone Star Reading List, and the Maverick reading list, but to see literally more than 50 different lists is a huge eye opener for me.  Once I’m in charge of my own library I will utilize these lists not only for myself in order to gain insight for my purchase orders, but I will make these lists known to my students.  Make them visible.  Make them a part of the wall decorations within my library.  I’ll also have small annotations out beside each poster or list I create for them.  The more students are aware of something, the more pull and the more motivation you have given them to read something out of their comfort zone.  It’s just another way to market books to entice young readers to get lost in a book.  I really appreciate the sheer amount of inclusion that all types of books are receiving in order to make the world more knowledgeable about something they might not ever go through or experience for themselves.  

Chapter 9: Poetry

Summary: Poetry is NOT a genre, rather a format of literature.  It can be found in

fantasy, historical fiction, realistic fiction, or traditional literature.  It's important to share poetry

with children and Jean Le Pere gave us six valid reasons on why it's important:

1. Enjoyment

2. Provides knowledge of concepts

3. Increases vocabulary

4. Helps children identify with people and situations

5. Helps children understand their feelings

6. Grants insights to their feelings and universal emotions

 There are 5 criteria for evaluating poetry for children:

1. Is it within reach of the child's understanding

2. Does the poem use imagery? (sights, sounds, tastes, smells, and textures)

3. Does the poem rhyme? It's important for beginner poetry to rhyme so they can then scaffold

    later on and appreciate blank verse and other forms that don't rhyme.

4. How is rhythm used? (natural vs. forced rhythms) Does the rhythm fit the subject of the poem?

5. What role does sound play?

 8 Criteria for selecting poetry for children:

Can children understand it?

Does it stir emotion?

Does it play with the sounds of language?

Is it age appropriate?

Does it allow the reader to be interactive with the poem?

Is subject matter appealing and appropriate?

Will it be able to stand up under repeated readings?

Will it accompany you through life?

A research study was done by Ann Terry in 1974 on elementary students and how they work through, go about, and prefer poetry.  She came up with 9 standards for how children portray poetry and interact with them:

1. Kids prefer narrative poetry

2. Kids disliked free verse and haiku poetry

3. Rhyme, rhythm, and sound devices were strong preferences

4. Funny poems, familiar experiences and animal poems were popular

5. Preference for contemporary poems (recognizable words)

6. Visual images and words that allow the children's imagination to expand (should include imagery and sensory poems).

7. Poems shouldn't be simplified for the sake of the children understanding them

8. A good poem should allow interaction with it

9. It's good enough for repeated readings

Reflection: Poetry is one particular format of literature that becomes less popular with children the older they become.  It’s important for librarians to be in tune to that in order to better select poetry that’s appropriate for their age and interest.  Otherwise you will more than likely lose a student to potentially disliking poetry in the long run.  I think if you take into account the research done by Ann Terry and learn how to evaluate poetry in order to better select it, you will gain positive effects into the lives of your students.  

Chapter 10: Historical Fiction

Fiction is considered to be any story that is set in the past.  The tricky part of historical fiction is the age of the student depends on what they deem to be considered history.  Young children might think history is what they ate for breakfast in the morning.  Older students think history to be something that took place when they were younger.  Adults tend to think of history as something that happened before they were born.  This is why it's important for librarians to think about what they put in the historical fiction section of their library, simply because history means something different for everyone.  Certain criteria have been laid out in order for us to properly evaluate historical fiction for children.  They are as follows:

- Does the book tell a good story that effortlessly blends the history into the story itself?

- Are the facts of the historical period accurate?  It's important to rely on accurate and authentic reviews to source your literature.  Some reputable councils are the Council on Books for Children and the National Council in Social Studies.

- How are the values of the time brought to life?  For example The Witch of Blackbird Pond won the Newbery in 1959 and the role of women and religion are very different than how we view them today.

- Is everything consistent with the social milieu?  Are clothing, speech patterns, music, architecture accurate with the time period?

- Does the them of the story relate to contemporary readers?  The book should have a universal theme that applies to contemporary readers.

Reflection: I did some extra research of my own and found that historical fiction can be found in many different formats such as drama, graphic novels, theatrical plays, comics, documentary fiction, and historical mysteries and romance.  While perusing historical fiction articles I still have one burning question about how much the author can get away with, when it comes to blending true historical facts with their fictional story they want to portray.  In other words, how do they keep history true and mix in their fictional story, all while not making the reader second guess what is actually true in the history books?  However, even with nice little “twists” in historical fiction I still believe it’s an important literary genre to encourage your students to read, simply for the fact that they could potentially have a positive influence on the reader to explore the historical nonfiction section in the library.  Suggesting books to read is all about making connections to the next book the reader will pick up.  Librarians must always be thinking one step ahead of the reader and have the scaffolding concepts of books in mind at all times.