Textbook Chapters 6-10

Chapter 6: How do adolescents develop?

Summary:

For YA writers to connect with their intended audience, they must understand how adolescents develop physically and emotionally. YA literature encompasses the intellectual, moral, developmental, and physical aspects of the reader.

Physical Aspects- Puberty (bodies changing, hormones raging)

Intellectual aspects- Piaget's and Havighurt's research

Piaget stated that by age 10 or so children start moving from concrete to abstract thinking. To get students to think abstractly, once they can provide scaffolding and look for books that help with this. Look at where the kids are in terms of development.

Havighurst stated that there are eight stages from childhood to adolescent development.

These stages do not have to occur in any order:

- learning to get along with peers

-easy relationship with the 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

Kohlberg stated that adolescents develop moral understanding in three stages.

Pre-Conventional: Rules following are based on reward or punishment.

Conventional: Following the rules because they are rules. Knowing that the expectation is to follow the rules.

Post-Conventional:  Recognize the laws but we recognize that the life of humans are more important.

Developmental Aspects: Maslow's research Needs Hierarchy

Needs must be met in order. The most basic need is physiological. After that, we want safety, and then we can focus on needs like being loved and belonging. Once we feel loved, we can focus on esteem, and then finally self-actualization. This mean you can be anything you want to be without limits. This is all valuable information for many reasons. Knowing that students come to school hungry, feeling threatened, and alone prevents learning. Their basic needs must be met first.

Developing as Readers: 

These stages are not a hierarchy but they keep building throughout our life:

#1: We develop Empathy

#2: Unconscious Delight- we read and the real world falls away and you just fall into a good book.

#3: Reading Autobiographically- we read about people like us. Books are like mirrors.

#4:Reading for Vicarious Experiences- they are the windows that allow us to see out.

#5:Reading for philosophical speculation-asking moral and value questions.

#6: Reading for aesthetic experiences- just for the beauty of reading.

Reflection:

I think as a librarian, it is important that I know how adolescents develop. I need to read the current YA books and know how to point young adults to books they can see themselves in, or just books they can read vicariously. Understanding adolescent development is integral to knowing how adolescents think. I have enjoyed reading many YA literature books in my book club and cannot wait to see what other books come my way.

Chapter 7: Literary Elements 

In order to evaluate YA literature, you first need to understand literary elements and devices.

Literary elements: 

1. Antagonist: the character opposed to the protagonist.

2. Protagonist: the main character who is the focus of the plot.

3. Character: the problem or issue that drives the plot.

4. Conflict: the problem or issue that drives the plot.

5: Mood: the emotional perspective the author takes toward the subject matter of the book.

6: Tone: the perspective or attitude the author takes toward the subject matter of the book.

7: Plot: the action of the book-build to climax and then concludes.

8: Setting: where and when the action of the book takes place.

9: Theme: the message stated or suggested by the author, must be stated in a full sentence, must be a truism, not necessarily singular, and can be demonstrated from the text. It is not the main idea, a topic, a summary, an adage, or a single word. Picture books are a good way to teach theme. They usually have limited text but multiple themes. Ask yourself- What message is the author trying to convey? Is the message universal? 

Theme is not: main idea, topic, summary, an old saying, a single word

Literary Devices: 

1. Allegory: the story has an abstract, symbolic meaning.

2. Allusion-a reference in a work to another work, person, event, etc.

3. Archetype: a prototype character or object.

4. Deus ex machine: an implausible concept of a character that is brought in to help resolve the plot.

5. Hyperbole: exaggeration

6. Imagery: Language that appeals to the five senses

7. Metaphor: a comparison

8. Motif: and element, subject, idea, or concept that is present throughout an entire work.

9. Point of view: the perspective of the story.

10: Simile: a comparison using "like" or "as".

11. Symbolism: several layers of meaning

Theme: What it is and what it is not!

Reflection:

I thought Dr.Lesesne and Dr.Perry's video on theme was great. I loved the idea of using picture books to teach theme. I would love the opportunity to teach literary elements and devices with students. Having charts and posters with definitions and pictures on them would be great in helping students gain knowledge of these elements and devices. 

Chapter 8: Awards and Lists 

Summary:

*Printz-named for Michael Printz, a librarian from Kansas. The Printz Award recognizes the best books for teens based on literary merit. Up to four honor books are also named each year.

*YALSA Excellence in Nonfiction- The best nonfiction book for YA from the publishing year, which runs from November to October.

*Great Graphic Novels for Teens- books chosen must be of good literary quality and appeal to teen readers

*Best Fiction for YA- This list provides librarians with a resource to use for collection development. It was established in the 1930s.

*Margaret A.Edwards Award- Established in 1988, this award honors an author for a body of his or her work with YA literature. The work should help adolescents become aware of themselves and their place in society.

*ALEX Award- This award consists of ten books for adults that appeal to YA readers. Since 1998, the award-winning books are chosen each year. This award is provided by the Margaret A.Edwards Trust.

*Odyssey Award- Best audiobook for children and/or YA each year.

*Morris Award- William C. Morris established the award in 2009 to honor a debut by a first-time author writing for teens and is meant to celebrate new authors in YA literature. 

*Outstanding Books for the College Bound- a list meant to broaden horizons and allow YA to deepen their understanding of other places and cultures. This list is selected by a YALSA committee.

*Popular paperbacks- A list meant to encourage pleasure reading.

*Quick Picks for Reluctant Readers- Titles aimed at encouraging reading among teens who generally dislike reading.

*Readers' Choice- Most popular teen book of the year

*Teens Top Ten- Teen choice list, nominated and voted by teens

*Amazing Audiobooks- audiobooks which are significant to YA literature

*YA choices- books that specifically appeal to YA readers

*Lone Star Reading List- Texas Library Association recommended reading list selected by the public and school librarians for YA roundtable.

*TAYSHAS Reading list- a Caddo Indian word meaning "friends or allies, " these books are the top ten books for Texas YA.

*Maverick Reading list- Texas reading list of graphic novels

*Edgar Award for Mystery- named after Edgar Allan Poe, selected by the Mystery Writers of America

*NCTE Award for Excellence in Poetry for Children- Established in 1977, this award honors a living poet for his or her work regarding ages 3-13.

*Orbis Pictus- NCTE outstanding nonfiction for children, established in 1989. The award is named after Johannes Amos Comenius, who is thought to have written the first book specifically for children in 1657, entitled Orbis Pictus ( The World in Pictures).

* Batchelder Award- NAmed for Mildred L.Batchelder, this award is for the most outstanding children's book published in a language other than English, in a country other than America, and translated into English.

*Scott O'Dell Award for Historical Fiction- Established in 1982, O'Dell wanted to encourage a focus on historical fiction for YA.

*Pura Belpre Award- Belpre was the first Latina librarian in the NYC Public Library. This award, established in 1996, honors a Latino author.

*Schneider Family Award- honors an author or artist that embodies an expression of a disability experience for children and YA.

*Sibert Award- Robert F. Sibert established this award for an author or illustrator of an informational book. He was President of Bound To Stay Books.

*Stonewall Award- GLBT fictional writers are honored with this award.

Reflection:

I never knew there were so many book awards. Many writers and illustrators have been honored by receiving various book awards. The awards themselves help draw attention to new books and will help me as a future librarian to choose books that are the best. YALSA, ALA, NCTE, and other organizations read and choose the best fiction, graphic novels, nonfiction, poetry, etc. each year. By honoring writers who produce books for children and young adults, librarians across the country can gather that data and use it to adding quality literature to their collections each year.

Chapter 9:  Poetry

Summary:

Most people think poetry is a genre, but it is not. IT is a form of literature. Different genres use poetry as a means of form. Poetry for children can be evaluated using certain criteria.  

The criteria:

1.    Can children relate to the subject? We can certainly share classic poems with children, but try to find an example of a poem with the same subject matter that is more concrete and easily relatable.

2.    Is the imagery used? Young readers need to be able to relate to the imagery by using their five senses.

3.    Is there a rhyme scheme? Young readers may need scaffolding to understand the nuances of poetry, and that scaffolding is easily provided with rhyming poems. Later on, different forms of poetry can be introduced.

4.    How is the rhyme used in the poem? While we don’t necessarily have to teach meter and foot, we may want to emphasize beats. Does the rhythm relate to the subject matter of the poem?

5.    How is sound used? Literary devices like alliteration, assonance, consonance, etc. are part of the “sound.” Of course, this is easiest to “get” by reading the poem aloud.

Eye on Life Mag: 

http://eyeonlifemag.com/eye-on-educators/10-criteria-for-evaluating-childrens-poetry ( Link does not work)

SCRIBD Selecting Poetry for Children:

*Are children able to understand it, maybe with adult help?

*Does it make you feel something?

*Does it play with sound?

*Is it appropriate for the child’s age?

*Is it interactive?

*Is the subject matter relatable?

*Can it be read multiple times enjoyably?

*Is there a life lesson?

Children’s Literature in Action:

*Think about using animal poetry as a way to introduce poems to children.

*Think about pairing nonfiction information books with poetry to help with scaffolding.

*Look at the poetry book as a whole, not just one poem.

*Consider poems that encourage children’s involvement, for example singing poems.

*Share and discuss poetry across the curriculum.

*Introduce poetry into routines already established in the classroom.

*Look for ways to promote poetry.

Reflection: 

As a teacher, I found that many children gravitate toward poetry, especially rhyming poetry. There is something in the rhyme patterns that they can relate to and remember. For many young adult readers, poetry becomes an expression of who they are. I believe poetry should be read for enjoyment. There doesn't always have to be some deep meaning or dissection of a poem.  I personally love reading rhyming poetry in my classroom.

Chapter 10:  Historical Fiction

Summary:

Historical fiction is any fictional story set in the past. Many students do not like historical fiction because they find it hard to relate to it. The benefits of reading historical fiction are that you are able to experience a time and place that you can never experience in real life.

To evaluate historical fiction ask yourself the following questions: 

1. Is the story good? Does it blend into history? There should be something the reader can relate to, even if it isn't the time and place.

2. Does the author have his/her facts straight? How do we know? Well, we can look at reviews and look to organizations that evaluate these things.

3. Are the concepts of the book-related? Do they transcend time and place? We also have to understand how some values and concepts were perceived differently in the past, which leads to a great discussion.

For me, historical fiction has always been part of my pleasure reading repertoire. It is difficult for me to understand how others don’t like it as well.  As a librarian, I need to be able to see the different interests that kids have–not just my own interests.

To evaluate historical fiction ask yourself the following:

1. Is the story good? Does it blend into history? There should be something the reader can relate to, even if it isn’t the time and place.

2. Does the author have his/her facts straight? How do we know? Well, we can look at reviews and look to organizations that evaluate these things.

3. Again, readers have to relate.  Are the concepts of the book relatable? Do they transcend time and place? We also have to understand how some values and concepts were perceived differently in the past, which leads to a great discussion.

4. Has the author tried to be accurate with speech, clothing, buildings, etc.? It should be believable and allow the reader to immerse himself/herself in another time and place.

5. Is the theme universal? Can contemporary readers relate?

Reflection:

I believe the criteria are helpful for librarians to add books to their collections. Librarians can help kids see the value of history and how human nature does not change much over time. This will help the students see the value of historical fiction. When I read historical fiction, it helps to imagine and make the book/story come to life. 

Textbook Reflections Chapter 1-5

Chapter 1:  Why do we share literature with children?

Summary:

Sharing Literature with kids is first about having fun. Reading books aloud to captivate your audience with voice fluctuation, and even puppets can introduce students to a love of books. Another way to captivate a child's interest is to get them interested in things they can easily relate to school, holidays, animals, families, princesses, dinosaurs, etc. Books develop both early language acquisition skills as well as language development. Reading to children from birth through age five is the most significant vocabulary development time for our students.  Building language development is enormous, especially in the United States. The United States is one of the most linguistically diverse countries in the world. Though the US has no official language, English is the most common language spoken. It is vital for all students, native and non-native speakers, to be exposed to language daily.
Reading for as little as 20 minutes a day, the equivalent of reading 1-2 picture books before bed or during bath time, is proven to have a massive impact on vocabulary and language development. Students who read for 20 minutes per day also outscore others on standardized tests. Sharing literature also develops empathy. Empathy is hard to teach; you must learn this by experiencing it. Students can easily relate to emotions because they have experienced that emotion before in their life. However, to have empathy, students must be able to make connections to characters and genuinely feel what they are feeling in that situation beyond the outward emotion. Having feelings allows the student to be able to make connections to friends' real-life experiences, "I know what you are going through." Supporting life long readers. Helping students find books they will love, whether it is a particular genre, book series, or serial reader, one who reads specific authors or subjects that pique their interest. It is essential to be able to match a student with their interest to help motivate the child to continue with their reading. Supporting a reader can also mean providing a "mirror" or "window." Autobiographies are a "mirror," reading about people like us so we can see ourselves in a book. Vicarious experiences are the "window," reading about people different than us so we can see what life is like for them. Philosophical reading helps students to gather facts from various points of view to develop their own opinions on topics such as religion, laws, and rules. One of the most important things we can't forget is to read for aesthetic experience. Reading for the pure joy of reading. Students may want to read down levels when they pick a book or read a book that is more challenging because they enjoy the topic. Allowing free choice of a book will also support and promote a love of Literature.

Reflection:

My love of Literature was one of my main reasons for taking the next steps to become a Librarian. As a teacher, my students excel in their knowledge of Literature because of my love and support of reading. I have a vast classroom library full of various adventures the students could embark on at any time. I would make sure to read the books before I would place them in my classroom library. I love seeing what books the students gravitate to, and I would add more books to my library based on their interest. I have learned that if you make reading fun, the students will enjoy it and not feel obligated to read. My goal is to have a classroom full of aesthetic readers.

Chapter 2: Divisions of Young People's Literature

Summary:

Young People's Literature is divided into four different categories.

Category 1: Children's Literature, these books are generally for ages zero to eight. This category includes picture books, easy readers, illustrated chapter books, early chapter books, and novels. While the age guidelines are general, I like the idea of using picture books with older students. Easy readers are an excellent resource for students who do not speak English.

Category 2: " Middle Grade.", these books are generally for ages eight to twelve and include graphic novels and novels. Middle grade is not the same as in middle school. These books may consist of romance and other issues students in this age bracket may be facing.

Category 3: "Young Adult." The books in this category are generally for ages thirteen to eighteen. Novel plots usually involve tougher issues and bad language. Graphic novels are a popular type of young adult books. These books tend to deal with gender identity, rap, sex, intimacy, and many other issues teenagers may be facing.             

Category 4:" New Adult." This division category was created in 2009. These books are generally for ages eighteen to thirty. The novels in this category deal with characters who are older than those in Young Adult books. The issues in these books are more complex and may include starting a career, college, sexual relationships, and more adult matters without parental supervision.

Reflection:

It is essential to know which books fit into each of the four different categories and which types of books appeal to young people. The age levels are approximate, so there may be some overlap. As a librarian, it is essential to know your students and their reading ability. This can be done through building relationships and listening to the students talk about other books they have read. Guiding students to a book that interest then and is within their readability is important.

Chapter 3:  Anatomy of a book

Summary:

A book goes beyond the cover. There are many layers to a book. The endpapers are the first two sheets of paper at the beginning and end of the books. They often offer colorful or a design insight into the preview of the book. Hardcover books with jackets usually have a unique cover called a casewrap underneath the book jacket. These can offer a curious reader a glimpse further into the story. For the most part, books have white edges, called book block, but they can be specially designed with colors and patterns to draw in readers. These books would be best displayed in a way to showcase these book blocks, to show off their silver mirror like image, or colorful patterns. The gutter, the blank space on the inner margins that separates the binding from the printing area, is also followed by the headband which provides decorative textile to fill the gap between the cover and the spine. The backbone of a book connects the front and back cover, also known as the spine. Many publishers create mock-ups to help promote new books or even new covers. Sometimes these mock-ups are used to help provide pictures of the book covers to pre-sell copies of books or also help companies such as Follett and Scholastic produce their school flyers for upcoming books to their bookfair. Books made in large circulation or that are marketed to libraries use saddle stitch. This is a method in which books are bound together in booklets with the stitching done through the middle of the folded sheets. F & G, fold and gather, is a book that has remained unbounded. This is often done to allow illustrators to work freely on their artistic creations.

Reflection:

This chapter helped me understand the books in my school library. My school library has only been opened for two years, but some books have been read many times. The books come back with spines broken, and pages ripped out. Even though I go over taking care of books all the time our school is a Primary campus which teaches three-five years old children. Many books on our campus are not " library bound" books and are not made for large circulation. This is something I need to keep in mind when I get my library and have to purchase books. I need to make sure I purchase books that are made for large circulation.

Chapter 4: Genres and Formats

Summary:

Books fall into two genres: Fiction and Non-Fiction. Everything else is a sub-genre. From these specific genres, there are different subcategories or subjects that books can be categorized into Fiction has two sub-genres Realism and Fantasy. Realism includes historical and realistic: Modern contemporary. Fantasy breaks down into traditional, then folktale, fairy tale, myth, legend, fable, and ballad. On the other side of fantasy, you have the modern side: hard science fiction, high fantasy, soft science fiction, and low fantasy.  Non-fiction has its subcategory: Information which has its subcategories and subjects. Information consists of biography, narrative non-fiction, and expository non-fiction. Expository non-fiction is your facts and information written down often with pictures to help with comprehension — narrative non-fiction, which is still informational but written in a story format. Learning facts and information takes place within the eyes of the character and plot of the story. Biography is broken up into two topics: autobiography which is a story of a person throughout the span of their lifetime and memoir which is a focus on a particular person and a portion of time of their life. Then we have subjects such as chick-lit, mystery, guy reads, sports fiction, horror, paranormal, war, action, adventure, and humor. These are extras because they are not considered genres.

Reflection:

This chapter had a lot of valuable information in it that I did not know. Learning that there are only two genres, fiction, and non-fiction, and the rest, are subcategories of the genre was mind-blowing. Being able to see the visuals helped me understand the divisions much better. If I had a choice on which way I would arrange my library, I would want it to be fiction and non-fiction because it is easier to star with students barely learning the basics of finding books. To me, genre-fying books mean many categories to create and how do you know what category it should go with. This chapter was very informative.

Chapter 5: What is YA literature?

Summary:

Mertz and England did a study in 1983. They state that Young Adult Literature has ten defining characteristics. These include:

1: The protagonist is a young adult.
2. The story is told through the perspective of a young adult, and therefore subject to adolescent interpretation of the events of the plot.
3. The story has direct expository sections and direct confrontation.
4. The protagonist and other main characters change significantly.
5. The protagonist is not a stereotype but thinks and acts independently.
6. The growth or change in the protagonist is gradual and reveals itself through the plot.
7. Contemporary issues are explored in the novel.
8. Whatever consequences happen as a result of the protagonist's choices, he or she has to deal with those consequences.
9. The story is usually set in a particular time and place, but the characters are fully developed.
10. Most importantly, the novel mirrors how adolescents develop, both physically and emotionally.

Reflection:

I find myself being drawn into YA literature. I could easily relate to the characters, either as myself or through classmates who I felt resemble that particular character. I enjoy getting lost in a book and the feeling of being apart of their life. I learned many lessons through the characters' decisions, actions, and consequences. I was always looking for the next book to open up and read. I would have to say without these ten defining characteristics; books would not be so exciting.